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COLUMBA 1400: HEAD TEACHER LEADERSHIP
ACADEMY: DEVELOPING ENTERPRISE CULTURE
ANNEX 3: INTERVIEW GUIDES
Evaluation of Columba 1400's Programme:
Developing Enterprise Culture
Head and Deputy Head Teacher Academy
Interview Semi-Structured Questionnaire
Pre-Columba 1400 Academy Draft Interview guide (Sample =
30)
Date of Interview ______________
Interviewer _____________________
Interview Recorded ________________
Thank you for agreeing to participate in this interview,
(and completing the structured questionnaire). We now wish
to gain more in-depth insights through this face to face
interview.
Check:
Which intake on Columba 1400?
Date of residential programme with C1400?
Ref no (previously allocated)
Re-assurance
This study is independently conducted by Paisley
Enterprise Research Centre at the University of Paisley,
any information given will be treated in full confidence
and cannot be used for any other purpose under the Data
Protection Act.
The study has been commissioned by The Hunter Foundation
and the Department of Enterprise, Transport and Lifelong
Learning at the Scottish Executive. The results from the
study will help to inform educational policy developments
by the Scottish Executive, especially in Enterprise in
Education, and in the development of the Columba 1400's
Academy leadership programme.
Paisley Enterprise Research Centre
University of Paisley
1. Personal aims and motivation
1.1 How do you see your
primary role currently as HT or DHT?
Are you an educational leader?, a manager?, a
teacher?
1.2 Is it valid to compare your educational
leadership role with that of an entrepreneur?
1.3 Do you see any conflicts in these two views
of leadership?
Probe for reasons
1.4 What are your views of entrepreneurs as role
models for young people?
1.5 What are your agreed School aims or vision?
1.6 What factors limit the achievement of your
School aims?
1.7 What are your objectives for:
The school?
The staff?
Pupils?
1.8 Have these changed? If so why and in what way?
1.9 What factors prevent the achievement of
objectives?
For school,
For staff
For pupils
2. Administration and Management
2.1 What is the management structure at the
school?
How effective is it?
2.2 What performance measures are recorded or
collected?
Are these the right ones?
2.3 What procedures exist for dealing with problems?
e.g., disciplinary problems
How important is this issue at the school?
2.4 What are the governance arrangements for the
school?
Do these help or hinder in your educational
leadership role?
3. Staffing
3.1 What are the responsibilities of your key staff?
3.2 Do you consider that you can obtain the key
staff with appropriate skills?
3.3 How do you see the main motivation of your
staff?
What are their main objectives?
3.4 To what extent have your staff been involved in
additional training and
CPD?
3.5 Are career and reward mechanisms sufficient
motivation for your staff?
3.6 What are the key issues in managing staff?
3.7 How are disputes resolved if any?
4. Pupils
4.1 What are the main factors affecting pupil
educational achievements?
4.2 How do pupils respond to pressures from
parents?
4.3 What is your opinion of the quality of their
learning environments?
4.4 How do pupils respond to pressures from
today's society?
4.5 To what extent are pupil's educational
achievements affected by peer group influences?
4.6 Do you consider that pupils are achieving
their educational potential?
4.7 How does this compare to neighbouring
schools in your Education Authority?
4.8 Do you face competition from neighbouring
schools?
4.9 How much control do your teachers have in
influencing pupils' educational achievement?
5. Other issues (NB: note to researcher link
with responses to structured questionnaire)
5.1 What is your view of Enterprise in Education (E
in E)?
5.2 What has your school achieved in developing
E in E?
5.3 What still needs to be done?
5.4 Does your school have links with
business?
What is their nature?
5.2 What is your previous experience of E in E?
5.3 Are you aware of any best practice on E in
E?
5.4 Does your school have an Enterprise in
Education Support Officer (EESO)?
If so, how has this helped achieve the aims of E
in E?
5.6 What prevents you from achieving more E in
E?
6. Expectations
What are your expectations of:
6.1 Columba 1400
6.2 Enterprise in Education
6.3 Peer interaction
6.4 Mentoring
6.5 Impacts on learning
6.6 Impact on your 'ability to make a
difference'
6.7 What is your understanding of the objectives
of Columba 1400's Enterprise Academy?
6.8 How do you think it will affect your role as
HT/DHT, if any, in the following?
In the school with staff?
In the school with pupils?
In the local community?
With local businesses?
On views on entrepreneurs?
Thank you for your time with the interview. We
intend to conduct a short follow-up interview after the
Columba 1400 Academy. We will contact you to arrange
this.
Evaluation of Columba 1400's Programme:
Developing Enterprise Culture
Head and Deputy Head Teacher Academy
2
nd Interview; Post-Columba 1400 Academy Draft
Interview guide (Sample = 30)
Date of Interview ______________
Interviewer _____________________
Interview Recorded _________________
Thank you for agreeing to participate in this 2
nd interview; we wish to obtain further views on
the Columba 1400 programme now that you have completed the
programme and have had some time to reflect on the
experience.
Ref no (previously allocated)
Re-assurance
This study is independently conducted by Paisley
Enterprise Research Centre at the University of Paisley,
any information given will be treated in full confidence
and cannot be used for any other purpose under the Data
Protection Act.
The study has been commissioned by The Hunter Foundation
and the Department of Enterprise, Transport and Lifelong
Learning at the Scottish Executive. The results from the
study will help to inform educational policy developments
by the Scottish Executive, especially in Enterprise in
Education, and in the development of the Columba 1400's
Academy leadership programme.
Paisley Enterprise Research Centre
University of Paisley
1. Has the C1400 Academy changed your views in
any of the following areas; and, if so, how?
1.1 Your leadership role as HT or DHT?
Prompt to explain
1.2 Management of your staff?
Prompt to explain
1.3 Dealing with relationships with pupils and
their parents?
Probe for reasons
1.4 Your personal aims and motivation?
Probe for reasons
1.5 Your aims and objectives for the school?
Prompt to explain
1.6 Your relationships with external bodies,
including the local community and local businesses?
Prompt to explain
2. In any of the areas discussed so far, are you
planning to introduce any changes in the way that you
manage the school; if so, what are they?
Prompt:
2.1 In carrying out your leadership role as HT/DHT?
2.2 In management of your staff?
2.3 In dealing with relationships with pupils
and their parents?
2.4 In your personal aims and motivation?
2.5 In your aims and objectives for your school?
2.6 In your relationships with external bodies
including the local community and local businesses?
3. In carrying out change what do you now see as the
most important barriers?
Prompt:
3.1 In carrying out your leadership role as HT/DHT?
3.2 In management of your staff?
3.3 In dealing with relationships with pupils
and their parents?
3.4 In your personal aims and motivation?
3.5 In your aims and objectives for your school?
3.6 In your relationships with external bodies
including the local community and local businesses?
4. Has your view of the importance of these barriers
changed since the C1400 Academy residential programme?
Probe for reasons and changes of perception.
5. Enterprise in Education: In the pre-C1400
Academy's residential we asked you for your views on
Enterprise in Education
We would like to revisit these and consider whether
there has been any change in your views or planned
policies:
NB researcher should have access to responses
from first interview:
5.1 Are there any changes to your expressed views of
Enterprise in Education (E in E)?
Prompt: if necessary refer to first interview
5.2 Are there any measures you are likely to
introduce in developing E in E?
5.3 Have you changed your views on the nature of
constraints in introducing E in E?
Prompts:
Crowded curriculum?
Obtaining skilled staff?
Access to resources and time?
Access to additional support such as
Enterprise Development Officers
6. Turning to more detail on the Columba 1400
Leadership Academy: Now that you have had some time to
reflect on the pre-residential and the residential
programme; what are your views on the direct benefits
of the programme in the following areas:
6.1 The value of the individual coaching sessions?
6.2 How have they changed the way that you
manage and run the school?
6.3 What has been their most important benefit?
6.4 The value of the interactive seminar
sessions?
6.5 How have they changed the way that you
manage and run the school?
6.6 What has been their most important benefit?
6.7 The value of learning from peer group
interaction?
6.8 How have these changed the way that you
manage and run the school?
6.9 What has been their most important benefit?
6.10. Which of the following broad aspects of
the residential programme would you rate as the most
valuable?
Learning from the peer group interaction?
Individual coaching sessions?
Interactive seminar sessions?
Opportunity for personal reflection?
6.11 Would you recommend any changes to the balance
of the programme in these three broad areas?
7. On the pre-residential: how valuable was
this in preparation for the full residential
programme?
8. Taking the pre-residential and the residential
elements of the programme together; are there any changes
to different elements of the programme that should be
considered in the development of the pilot programme?
9. How does the C1400 programme compare to
other in-service training that you have experienced as
a HT or DHT?
9.1 What was unique?
9.2 How did the learning experience compare?
9.3 Do you expect all HT and DHTs to benefit
from this type of leadership programme?
9.4 Is the programme appropriately based on an
awareness of the nature of
school leadership?
10. Do you consider that the professional
context of the programme is appropriate for
HT/DHTs?
11. What is your view of the C1400
trainers?
11.1 In ability to motivate?
11.2 Ability to relate to your situation?
11.3 In professional context?
12. What is your expectation of the value of
the C1400 programme for other HT/DHTs?
13. How would you expect the diversity of
HT/DHT experience to contribute to the
programme?
14. Is the programme appropriate at this stage
of your career?
Probe for positive and negative reasons
15. Now that you are back at your school, are
there any concepts covered in the programme, or
outcomes, that you have applied in the school, or in
dealing with relationships with staff, pupils or the
local community?
Please give examples?
Expand
16. The full programme involved an initial
pyschometric profile of yourself as a
manager/leader:
15.1 Did you find this valuable?
15.2 Was your profile what you would have
expected?
15.3 Did it strike a chord?
15.4 Have you used it since?
Probe for further views?
17. Are there any other comments that you would
like to add on any element of the C1400 programme and
its value for your role as HT/DHT?
Thank you for your time with the
interview.
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