Leading people and teams in the primary school: an investigation into the management and support strategies used by the Subject Leader and Team Leader, in order to implement effective change and facilitate effective teaching and learning; an action research study of a primary school in Caerphilly Borough Council
University of Wales Institute, Cardiff
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Effective leadership has a crucial role in raising standards and in facilitating curriculum change. The purpose of the Team Leader and Subject Leader is to support teachers' contiinuous professional development and therefore directly affect the standards of children's learning within the classroom. It is important that an effective support system is developed within the school and that techniques become part of the teaching and learning 'double loop' cycle. The research will esiablish effects of the coaching and mentoring process on a sample of teachers with varying experience. It will look at the role of monitoring and team teaching as support systems. Data collected and conclusions reached will be made available to colleagues. The analysis of information is very important in researching the effects of mentoring within the processes of Performance Management and the NQT Induction Programme. Teachers' perception of the purpose and reliability of the research and the mentoring process is an important aspect, as is the quality ofthe process and how it is integrated into teaching and learning within the school. To sum up, these are the main research aims and proposals of study - To monitor development and change in the researcher's role as Subject Leader, with a view to identiffing key characteristics for managing effective change. - To explore the impact of the mentoring and coaching process. - To evaluate the impact for relatively experienced teachers in relation to Performance Management - To evaluate and compare the impact for the Newly Qualified Teachers with the aim of developing and strengthening the Induction Programme. One of the key roles of mentoring is to help the individual to become a 'thinking practitioner'. Evaluation of the process should suggest improvements, ask for reflection and define the next learning step. It will highlight whether there has been a true developmental eflect on the teachers understanding and the raising of standards.
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