ABSTRACT
This chapter focuses on the performance of senior management teams (SMTs) in secondary schools. It discusses initial studies of SMTs in action in two secondary schools. SMTs are an established part of college and secondary school culture, and are increasingly familiar in primary schools. They are based, now, on quite well-established theory and practice. B. Caldwell and J. Spinks proposed six phases in the cycle of collaborative school management, to be operated by school managers: goal-setting; policy-making; planning programmes; preparing budgets; implementing plans; and evaluating programmes. Encouragement of initiatives would be an essential component of normal staff development, and good initiatives would need human and material support, to ensure success. The SMT were then joined by staff who were responsible for operating the successful raising achievements and participation projects bid. The SMT was agreed on their understanding of consultative management, and the ways in which they perceived their own approaches to be genuinely open.
