ENIRDELM_Signe_Neimane
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Transcript ENIRDELM_Signe_Neimane
Developing the Role of Subject
Leaders in Riga Secondary
Schools
Signe Neimane, Daina
Kupca, Agnis Gleizups
Research questions
What are the ways to become a subject
leader?
What competences do subject leaders have
and what are needed?
What are the key areas of subject
leadership?
Data were collected from
145 subject leaders (questionnaire)
4 focus groups (interviews)
Subject leaders – who are they?
‘Subject leaders provide professional
leadership and management for a subject to
secure high quality teaching, effective use
of resources and improved standard of
learning and achieving for all pupils’
National Standards for Subject Leaders, 1998
Nature and scope of a Subject
leader’s role
Strategic direction and development of the
subject
Teaching and learning
Leading and managing staff
Efficient and effective deployment of staff
and resources
(TTA, 1998)
Subject leaders:
Lead a team of particular subject
Cooperate with school administration
Organise meetings and discussions about
innovations in teaching and learning
Work as mentors and peer mentors
Consult, monitor, evaluate and analyse
Organise different events for students
From interviews with focus groups
How have teachers become subject
leaders?
Additional money
9%
4%
Instruction of the Head
2% 6%
28%
8%
Offer by school administration
and/or colleagues
Self actualizaton, challenge
43%
Elections
Carreer development
Rotation
Cooperation with subject leaders
from other schools
Experience
exchange
Management of
different events for
students
Consultations via email, phone
14%
4% 3% 1%
32%
17%
Exchange with
teaching materials
and information
Cooperation during
exams
29%
Analyses of
examination and
competition results
Participation in
projects
Strong and weak sides of subject leaders
Management of
different events
60%
50%
40%
30%
20%
10%
0%
Strong sides
Weak points
Staff
management
and leadership
Information,
innovations and
analyses
Management of
subject groups
in regional level
No problems
Do subject leaders need professional
development?
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
no answer
no
yes
1 to 2
3 to 5
6 to 10
more
than 10
experience of work as subject leaders
What kind of knowledge,
competences and skills should
subject leaders have?
22%
Good teacher
Manager and
leader
78%
What kind of professional
development do subject leaders
need?
Management and
leadership
ICT
4%3%
4%
8%
35%
27%
New aspects and methods
in subject teaching
Psychology
Legislation
19%
Foreign languages
Economics and finanses
Departments:
Evaluate curriculum worked out by teachers
Discuss year plans of teachers
Provide link between subjects
Analyse students’ learning success
Organise experience exchange
Evaluate teaching and learning materials
From interviews with focus groups
Influence of departments in school
development
31%
Management
and leadership
Teaching and
learning
69%
Planning school
development,
setting priorities
Speading
information
Management and leadership
8%
5%
Introducing
innovations
8%
14%
65%
Marketing
Conflict
management
Teaching and learning
12%
24%
65%
Role of evaluator
and adviser of
teaching and
learning quality
Role of adviser in
the process of
choosing proper
textbook
Introduce new
teaching/learning
methods
Recommendations
Standard for subject leaders should be developed
Guidelines for effective work of subject
departments
Special professional development programme for
subject leaders, including supervisions and
problem solving seminars
Reduction of teaching hours for subject leaders:
50% teaching, 50% work of a subject leader