LEADER 04977oam 2200697I 450 001 9910784843403321 005 20230422044948.0 010 $a1-134-63108-1 010 $a1-134-63109-X 010 $a1-280-33837-7 010 $a0-203-25698-0 010 $a0-203-01186-4 024 7 $a10.4324/9780203011867 035 $a(CKB)1000000000404557 035 $a(StDuBDS)AH3699800 035 $a(SSID)ssj0000144542 035 $a(PQKBManifestationID)11146572 035 $a(PQKBTitleCode)TC0000144542 035 $a(PQKBWorkID)10146684 035 $a(PQKB)10647204 035 $a(SSID)ssj0000294803 035 $a(PQKBManifestationID)12098613 035 $a(PQKBTitleCode)TC0000294803 035 $a(PQKBWorkID)10315383 035 $a(PQKB)11376639 035 $a(MiAaPQ)EBC169708 035 $a(Au-PeEL)EBL169708 035 $a(CaPaEBR)ebr10054148 035 $a(CaONFJC)MIL33837 035 $a(OCoLC)437078489 035 $a(OCoLC)826514609 035 $a(EXLCZ)991000000000404557 100 $a20180331d1999 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEffective subject leadership in secondary schools $ea handbook of staff development activities /$fAlma Harris 210 1$aLondon :$cDavid Fulton,$d1999. 215 $a1 online resource (272p. ) $cill 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-415-20303-1 311 $a0-415-20295-7 320 $aIncludes bibliographical references and index. 327 $aSection One: Essential Knowledge and Understanding for Subject Leadership; Introduction; 1. Statutory Requirements: Curriculum and Assessment 2. Special Educational Needs and the Code of Practice 3. The Place and Value of Cross-curricular and Extra-curricular Activities; Section Two: Strategic Leadership and the Development of the Subject; Introduction; 4. Establishing the Purpose and Place of the Subject Curriculum (Why?) 5. Creating Goals for Teaching and Learning (What?) 6. Towards a Strategic Plan (How, Whom, When?) 7. Strategic Monitoring, Evaluation and Review; Section Three: Managing Teaching and Learning; Introduction; 8. From Strategic Planning to Policy Writing 9. Sustaining Improvement in Subject Knowledge and In-service Training 10. Monitoring and Evaluating to Improve Teaching, Learning and Motivation 11. Managing Resources; Section Four: Leading and Managing Staff to Raise Achievement; Introduction; 12. Communication 13. Building, Developing and Sustaining Teams; Section Five; 14. Challenges and Opportunities for the Future 330 $aThis text highlights issues which underpin the professional capabilities of existing and aspiring subject leaders. The content is designed to build on the skills, knowledge, understanding and attributes which co-ordinators already have. 330 $bThis book highlights issues which underpin the professional capabilities of existing and aspiring subject leaders. The content is designed to build on the skills, knowledge, understanding and attributes which serving Heads of Department and subject co-ordinators already possess. Sections are provided on: *essential knowledge and understanding for the role *strategic planning and development *monitoring and evaluating teaching and learning *leading and managing staff to raise achievement. The emphasis throughout is on corresponding with the National Standards set by the Teacher Training Agency. Through focused activities the book aims to set challenges in practical contexts and to help subject leaders to plan ahead and improve subject provision in order to raise standards. This book highlights issues which underpin the professional capabilities of existing and aspiring subject leaders. The content is designed to build on the skills, knowledge, understanding and attributes which serving Heads of Department and subject co-ordinators already possess. Sections are provided on: *essential knowledge and understanding for the role *strategic planning and development *monitoring and evaluating teaching and learning *leading and managing staff to raise achievement. The emphasis throughout is on corresponding with the National Standards set by the Teacher Training Agency. Through focused activities the book aims to set challenges in practical contexts and to help subject leaders to plan ahead and improve subject provision in order to raise standards. 606 $aTeacher participation in curriculum planning$zGreat Britain 606 $aEducational leadership$zGreat Britain 615 0$aTeacher participation in curriculum planning 615 0$aEducational leadership 676 $a374.001 700 $aHarris$b Alma$f1958,$01470044 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910784843403321 996 $aEffective subject leadership in secondary schools$93681707 997 $aUNINA