The head teacher provides professional leadership and management for the school. They are responsible for establishing high quality education through effective teaching and learning that allows all pupils to reach their potential. The head teacher sets the vision and strategic direction of the school, ensures it meets its aims and targets, and is accountable to the governing body. Key duties include managing staff and resources, evaluating school performance, and developing policies to continuously improve standards and ensure equality of opportunity. However, some critics argue that leadership standards can oversimplify the complex realities of the job and fail to account for different school contexts.
The head teacher provides professional leadership and management for the school. They are responsible for establishing high quality education through effective teaching and learning that allows all pupils to reach their potential. The head teacher sets the vision and strategic direction of the school, ensures it meets its aims and targets, and is accountable to the governing body. Key duties include managing staff and resources, evaluating school performance, and developing policies to continuously improve standards and ensure equality of opportunity. However, some critics argue that leadership standards can oversimplify the complex realities of the job and fail to account for different school contexts.
The head teacher provides professional leadership and management for the school. They are responsible for establishing high quality education through effective teaching and learning that allows all pupils to reach their potential. The head teacher sets the vision and strategic direction of the school, ensures it meets its aims and targets, and is accountable to the governing body. Key duties include managing staff and resources, evaluating school performance, and developing policies to continuously improve standards and ensure equality of opportunity. However, some critics argue that leadership standards can oversimplify the complex realities of the job and fail to account for different school contexts.
The head teacher provides professional leadership and management for the school. They are responsible for establishing high quality education through effective teaching and learning that allows all pupils to reach their potential. The head teacher sets the vision and strategic direction of the school, ensures it meets its aims and targets, and is accountable to the governing body. Key duties include managing staff and resources, evaluating school performance, and developing policies to continuously improve standards and ensure equality of opportunity. However, some critics argue that leadership standards can oversimplify the complex realities of the job and fail to account for different school contexts.
Module 5 The core purpose of the head teacher is to provide professional leadership and management for the school within the context of the Trust Deed. This will promote a secure foundation from which to achieve high standards in all areas of the school’s work. To gain this success the head teacher must establish high quality education by effectively managing teaching and learning and using personalized learning to realize the potential of all pupils. The head teacher is the leading professional in the school. Accountable to the governing body, the head teacher provides vision, leadership and direction for the school and ensures that it is managed and organized to meet its aims and targets. The head teacher, working with others, is responsible for evaluating the school’s performance to identify the priorities for continuous improvement and raising standards; ensuring equality of opportunity for all; developing policies and practices; ensuring that resources are efficiently and effectively used to achieve the school’s aims in accordance with its mission statement, and for the day-to-day management, organization and administration of the school. The Key outcomes of headship are expressed in terms of outcomes for schools, pupils, teachers, parents and governors. Professional knowledge and understanding are expressed as 16 separate areas of knowledge. The TTA (1998, p.6) states that these areas “are relevant to all schools, although some aspects will need to be interpreted differently according to the phase, size and type of school”, a recognition of the need to balance generic and school-specific knowledge. In the key areas of headship includes strategic direction and development of the school teaching and learning, leading and managing staff, effective and efficient deployment of staff and resources and accountability. These are central to the NPQH expected to meet and demonstrate before being awarded the qualification. This approach to leadership and leadership development is also open to the criticism that it fragments and oversimplifies the requirements for headship. Glatter (1999, p.259), for example, warned that “the standards were in danger of fostering an excessively atomised and disaggregated approach which would not reflect the realities of the job”. It also plays little attention to the different school contexts likely to be experienced by new heads. This approach to leadership and leadership development is also open to the criticism that it fragments and oversimplifies the requirements for headship. Glatter (1999, p.259), for example, warned that “the standards were in danger of fostering an excessively atomised and disaggregated approach which would not reflect the realities of the job”. It also plays little attention to the different school contexts likely to be experienced by new heads. School leaders, particularly principals, have a key role to play in setting direction and creating a positive school culture including the proactive school mindset, and supporting and enhancing staff motivation and commitment needed to foster improvement and promote success for schools in challenging circumstances.