By Brian J. Caldwell, Jim M. Spinks
This paintings is a sequel to The Self-Managing tuition and bargains with management obligations on degrees - as head of a college chargeable for loca administration and as a director in an area schooling Authority in charge
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Additional resources for Leading The Self-Managing School (Education Policy Perspectives)
The importance of strategic planning While priority setting was included in the earlier model, we have now made explicit the importance of the school having a management strategy and development plan. A school development plan is not a long-term plan in the sense that a relatively immutable document is produced which covers the next three to five years. Such approaches are of little value given the pace of change (if, indeed, they were ever of value). We are referring instead to a relatively concise statement of priorities and strategies to guide annual operational planning which is constantly reviewed to take account of strengths, weaknesses, opportunities and threats which continuously arise in the school’s external and internal environment.
Part C is entitled ‘Transforming Our Schools’. In Chapters 8 and 9 we consider the means by which schools and school systems can be 24 AN UPDATED MODEL FOR SELF-MANAGEMENT transformed to achieve self-management. Chapter 8 focuses on school systems and the role of leaders at the centre. We acknowledge the perils of restructuring, and suggest ways in which resources can be allocated more equitably among schools, the roles of teachers’ unions can be changed, a culture of service can be nurtured, and a more caring approach to system restructuring may be taken.
Concise statements can be organised under headings such as mission, vision, goals, needs, priorities of government, priorities of the school, strategies for addressing priorities, approaches to decision-making, and approaches to program evaluation, including indicators related to specified objectives. UPDATING THE MODEL 41 2 Guidelines for policy-making may be followed in the formulation of the school charter. If all components of the charter have already been determined, are located in different documents and are non-contentious, then the policy group for the school may designate one person or a small group to draft the charter, circulate it for critical reaction, make refinements on the basis of response, and then present the final draft to the policy group for consideration and approval.
Leading The Self-Managing School (Education Policy Perspectives) by Brian J. Caldwell, Jim M. Spinks