By Dr Hugh Busher, Professor Alma Harris
Curriculum and topic management in faculties has lately won immense recognition from either researchers and policy-makers. the trainer education employer (TTA) has bolstered the significance of topic management in class development, offering a brand new degree of such management competence in the course of the construction of nationwide topic chief criteria (NPQSL). topic management and college development displays seriously at the paintings of topic and curriculum leaders particularly in faculties in England and Wales, that's, these in the coverage framework of The nationwide Curriculum and the trainer education enterprise. The e-book debates the features of topic leaders in fundamental and secondary colleges, utilizing present researc
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Sample text
1994) suggest these three phases are overlapping and are not mutually exclusive. However, in order for subject leaders to manage the change process effectively it is important not only to understand what each phase involves but also to consider how they interact. These three phases are discussed below. 06 PICAS Managing Change within the Subject Area 21 Initiation The initiation phase is the point at which the proposed change is introduced. There may be various routes to reaching this stage. For example, the proposed change may emerge from a subject area review, be imposed by the senior management team or may result from a problem within the subject area.
There is also an optimum size for teams of between five and seven members. It has been found that teams with more than ten or less than three members function less well. It is fortunate that for many primary schools their staff teams fall within this optimum size. However, it does mean that in very large departments in secondary schools, involvement of the entire staff complement in a team is going to reduce its effectiveness and efficiency. It might be better for the subject leader to consider splitting the work of the area and setting up smaller teams to carry out particular aspects of the work, taking care there is across-subject representation and a balance of roles in each team.
Repeatedly the subject plays an active role in influencing teachers’ actions and attitudes towards change. Even when teachers do not directly reference the subject matter when considering a change or innovation, their attitude and choice of words reflect the nature and type of department in which they work. As one Maths teacher commented, ‘our attitude to change is shaped by our experience of working within the department. In maths we share a vision of the subject and work collaboratively. , 1995).
