ABSTRACT

Having come through induction, completed a programme of EPD, and built up a CPD portfolio, some teachers will want to apply for what is commonly referred to as a middle management post in the school. This could be as a head of department in a post-primary school, or a curriculum leader or Key Stage coordinator at primary level. The position of department head in secondary education is a well established one. It is a position of responsibility which traditionally focused on the expertise of the subject specialist. In the past it was sometimes seen as a reward for dedication and loyalty, a position which had status and prestige (Marland, 1971). In recent years however, much has changed in schools. Management structures have developed and with them the expectations and responsibilities associated with the role of the head of department have increased. As is often the case in a changing environment, there are those who have found themselves ill equipped and perhaps unsuited for a role in which they were cast (Jones and Sparkes, 1997). The aim of this chapter is to provide an overview of the role of the head of department which will be useful to those who want to prepare themselves for middle management, and to map out their own goals and training needs. Equally it will be relevant to those who are assessing the challenges of a role to which they have recently been appointed. It is hoped however that it will be of value also to more experienced practitioners who wish to review their own performance in this area, helping them to play a role in supporting the professional development of teachers within the department and also informing their own professional development needs. Many of the issues raised will apply equally to those who are heads of Key Stages or departments or curriculum leaders in the primary sector or in special schools.