ABSTRACT
It used to be assumed that anyone who was a good teacher could advise other teachers effectively. Stillman and Grant (1989) make the point strongly that this is not the case. Their study also gave some interesting information about the problems people find on coming into advisory work. It quotes these two comments by advisers:
An adviser’s job is a strange one and it should not be assumed that senior management work in schools or colleges prepares people in any significant way for a job with completely different demands:
– a new work pattern, no set holidays, bells, periods etc. – a strange new work environment (office) – wider but less significant influence – jack of all trades, master of none – no significant feedback – no loyalty to an institution – involvement as a local authority officer, redeployment, unions etc. – sense of inadequacy to control education development, cf the head
of a school can shape education for 1000 students-few advisers can shape education for an authority
– increasing contact with political masters – continuing struggle to keep abreast of all educational developments
from primary to tertiary-‘you can be asked to help anywhere and everywhere’
I have been in the post seven months. I don’t really understand what is expected of me. It is totally different from what I expected. I have no way of judging whether I am having any effect, making progress etc. I feel overwhelmed by the number and range of different skills I am expected to employ without any training. Although I am not unhappy, I find it impossible to answer the two most common questions asked by teacher friends: 1) What do you do? 2) Are you enjoying the job?
