Session Information
26 SES 01 A, Educational Leadership
Parallel Paper Session
Contribution
It is known that the work of headteachers is demanding. Weekly logs completed by new headteachers in Scotland show a relentless, complex and emotionally demanding workload (MacBeath et al, 2009). What can be learned about headship from how new school leaders spend a day? This paper will draw upon data derived from a recently completed small-scale qualitative study of new heads in large cities, funded by the English National College for School Leadership (Earley et al, 2011), to analyse how new headteachers spend their time and consider what professional development would aid them. Other studies from across the world, such as those of the International Study of the Preparation of Principals, Quong (2006), Duke and Salmonowicz (2010), MacBeath et al (2009) and Bristow et al (2007), point to the wealth of detailed evidence from further insight into the typical day, the nature of the problems faced and specific details of how these are addressed. Bristow et al identified 54 different activities that fell within 7 broad areas of strategic leadership, management, administration, external and internal stakeholders, CPD and personnel.
Method
Expected Outcomes
References
Bolhöfer, J. (2011). Leadership in Education: European Synopsis. Hildesheim: Niedersächsisches Landesinstitut für schulische Qualitätsentwicklung (NLQ). Bristow, M, Ireson, G & Coleman, A, 2007, A life in the day of a headteacher: a study of practice and wellbeing, Nottingham, National College for School Leadership Bush, T & Oduro, G K T, 2006, New principals in Africa: preparation, induction and practice, Journal of Educational Administration, 44(4), 359–75 Earley, P., Nelson, R., Higham, R., Bubb, S., Porritt, V. and Coates, M. (2011). Experiences of New Headteachers in Cities. Nottingham: NCSL. Gabarro, J J, 1987, Dynamics of taking charge, Harvard, Harvard Business School Press Pont, B., Nusche, D., Moorman, H. and Hopkins, D. (2008). Improving School Leadership: Case studies on system leadership. (Vol. 2): OECD Publishing. Crow, G, 2006, Complexity and the beginning principal in the United States: perspectives on socialization, Journal of Educational Administration, 44(4), 310–25 Crow, G, 2007, The professional and organisational socialization of new English headteachers in school reform contexts, Educational Management Administration and Leadership, 35(1), 51–72 MacBeath, J, 2011, No lack of principles: leadership development in England and Scotland, School Leadership and Management, 31(2), 105–22 MacBeath, J, Gronn, P, Opfer, D, Lowden, K, Fords, C, Cowie, M & O’Brien, J, 2009, The recruitment and retention of headteachers in Scotland, Edinburgh, Scottish Government Martin, J & Robertson, J M, 2003, The induction of first-time principals in New Zealand: a programme design, International Electronic Journal for Leadership in Learning, 7(2). McKinsey & Company, 2010, Capturing the leadership premium, Nottingham, National College for School Leadership Quong, T, 2006, Asking the hard questions: being a beginning principal in Australia, Journal of Educational Administration, 44(4), 376–88 Robinson, V. (2011). Student-Centered Leadership: Jossey-Bass. Weindling, D & Earley, P, 1987, Secondary Headship: the First Years, Windsor, NFER Nelson
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