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7 supporting the process
"The major influence in my own personal development was [my headteacher]. He acted as guide and mentor, involving me in all aspects of school management and could even be critical in a supportive way. His style of collegiate management allowed his senior colleagues to gain experience and expertise across the full range of school tasks and responsibilities - if change were needed, we then had a pool of shared knowledge and perceptions on which to draw for inspiration, ideas and brainstorming." Headteacher |
The key focus of a more individualised approach to meeting the Standard for Headship ( SfH) is in each candidate mapping out and organising his/her own activities. This approach recognises the importance of candidates' continuing development being grounded in the school and LA context, and the need to provide candidates with broad access to learning resources and development support. The role of the candidate's headteacher and school is vital in this process.
Support in school
Schools will establish and/or further develop a range of work-based opportunities for interested staff to develop leadership skills and expertise. It is important to build on existing strengths in successful CPD activities, and to encourage new ideas and approaches to support candidates who wish to prepare before embarking on a programme to reach the SfH and for those on that programme. Candidates will be required to negotiate the elements of their development plan through the PRD process.
Support in the local authority
The LA has the central role to play in managing the process and for ensuring a range of school and other opportunities for candidates. One of the challenges of the flexible approach for LAs, SEED and other stakeholders, will be in ensuring equity of access and support across the country. The role of the LA is particularly important in ensuring that all candidates have appropriate support, regardless of choice of approach, at each stage of their development.
A crucial aspect of the work of the LA will be in developing partnerships with existing SQH consortia, potential new providers and the Principal Assessor. Existing SQH consortia have strengths and experience to draw on and these can be utilised in offering flexibility and choice to candidates. They, along with potential new providers and new combinations of providers, will be in a strong position to develop programmes, resources and support in line with the principles laid out in this consultation paper. SEED will explore with key stakeholders resource implications. They will also explore methods to develop and evaluate support for flexibility and choice and to ensure equal access to high quality support for potential candidates across the country.
"One of the key experiences I have had is being given the opportunity to lead improvement plan priorities and to work with teams of staff to take initiatives forward. Being given these opportunities as well as the support of such an experienced Headteacher has been invaluable." Depute Headteacher |
Questions
Are there aspects of the proposal which would benefit from more clarity or guidance?
In which areas do you feel there is sufficient flexibility at present, and where do you feel that additional capacity, innovation or fresh approaches might be needed?
Which aspects of development for headship would you regard as core or strongly recommended for candidates undertaking a Professional Development Plan?
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