ABSTRACT
The pressure for change in secondary schools has increased and can be identified as acting on two main fronts: The need to respond to an ever increasing spectrum of curriculum as reflected by the changes within our industrial society. The danger of imposing change is that it could lead to an entrenchment of attitudes rather than any elightened revision of practice. This danger is enhanced by demanding responses through externally imposed strategies, evaluation/inspection/ Local Education Authorities incursions, rather than positive support to encourage and enable a school to determine its own response. Since the birth of the larger comprehensive schools, there appears to have been a largely unquestioned development of a dual management structure in schools, Heads of House responsible for the 'pastoral' management of the school. As a member of a team, trusted with the task of curriculum development, the emphasis of the role of teacher is towards classroom management with an expectation of sharing experience and actual practice.
