ABSTRACT
In this chapter we are concerned with the second broad aim of the EPSI programme, to increase the LEA’s capacity to support schools in the improvement process. Anticipating the changing relationship between LEAs and schools, recently embodied in the Draft Code of Practice on LEAschool relations (DfEE, 1998a), with the emphasis on school selfimprovement, one of the key aims of this programme was to investigate new ways of working with schools that helped to build their capacity to improve outcomes for children. The EPSI framework, outlined in Chapter 1, placed schools at the centre of the process, with a variety of external systems made available to support them in their improvement activities. Central to this were LEA advisers who made regular visits to schools over the two years of the programme. Pairs of school development advisers (SDAs), senior educational psychologists (SEPs) and special needs support service team leaders (SNSSTLs) provided consultancy to schools and were themselves supported by a professional development programme. Our aim in this chapter is to examine the roles they undertook at various stages of their engagement with schools and to pinpoint key lessons for the LEA about the training and deployment of advisers in this future role.
