Assistant Head Teachers Research Articles

School policy actors and their policy work in a multi-academy trust

ABSTRACTThis paper reports on data and analysis from a case study examining policy enactments in a multi-academy trust (MAT) in England. I draw on a semi-structured interview with an assistant headteacher in a secondary school which is part of a MAT. I use a framework created by Ball et al. (2011) which established a typology for describing policy actors in schools as narrators, entrepreneurs, outsiders, transactors, enthusiasts, critics and receivers. I argue that the policy work of school senior leaders in a MAT can be highly precarious. They are required to act as policy entrepreneurs and enthusiasts. However, there is little opportunity for critical engagement with the work being undertaken as the implementer of policy, and they bear a heavy burden of responsibility in a depoliticised system which places blame for policy failure with individual schools and school leaders.

EXAMINING THE FORMS AND STRATEGIES OF TEACHER INDUCTION PROGRAMMES ORGANISED FOR NEWLY QUALIFIED TEACHERS IN SENIOR HIGH SCHOOLS IN GHANA

<p>The education system recognises the positive impact of induction on the retention and professional growth of Newly Qualified Teachers in Ghana. This points out the question of how teacher induction programmes should be planned, organised and implemented, and what it should entail. The study sought to examine the forms and strategies of induction programmes organised for Newly Qualified Teachers in Senior High Schools during their initial professional practice. Using the descriptive case study method, data was gathered from forty-two Newly Qualified Teachers, three Assistant head teachers (Academics) from three sampled schools and one municipal human resource officer, all from Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Questionnaire, interview, observation and document analysis were the research instruments used. Data were analysed using inductive and deductive analysis where similar themes and patterns were identified from responses and compared with literature. Findings show that, though an induction was organised for Newly Qualified Teachers, the schools lacked formal principles to guide and regulate the school-based induction programmes. Orientation and a few aspects of mentoring were the components of the induction programmes while continuous professional development activities were totally absent. Again, the whole induction took place within some hours which put Newly Qualified Teachers at a great disadvantage of not acquiring what they need as support. While assistant head teachers and heads of department were key stakeholders responsible for the induction, the latter was Newly Qualified Teachers’ point of call when faced with challenges. Since it is argued that teachers who receive the full components of induction are likely to adopt and implement effective pedagogical approaches, in the absence of formal policy to guide the planning and implementation of induction in Ghana, there is a need for officials at the district and municipal levels to closely monitor Senior High Schools and ensure proper organisation of their induction programmes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0953/a.php" alt="Hit counter" /></p>

Just imagine

At Horsforth Newlaithes Primary School, assistant head teacher Elizabeth Powell describes how she has embraced the freedoms of the new EYFS to develop a curriculum that fosters children's passion to learn and know more

Beaton, M. C., Codina, G. N. & WhartonJ. C. (2021) Leading on Inclusion: the role of the SENCo. London: Routledge.

British Journal of Special EducationVolume 48, Issue 4 p. 538-540 Book Review Beaton, M. C., Codina, G. N. & Wharton, J. C. (2021) Leading on Inclusion: the role of the SENCo. London: R outledge. Louise Evans, Corresponding Author Louise Evans assistant headteacher, SENCo louise.evans19@aol.co.uk Colmers Farm Primary School (Excelsior Multi-Academy Trust) louise.evans19@aol.co.ukSearch for more papers by this author Louise Evans, Corresponding Author Louise Evans assistant headteacher, SENCo louise.evans19@aol.co.uk Colmers Farm Primary School (Excelsior Multi-Academy Trust) louise.evans19@aol.co.ukSearch for more papers by this author First published: 20 December 2021 https://doi.org/10.1111/1467-8578.12385Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume48, Issue4December 2021Pages 538-540 RelatedInformation

The Perception of Induction System on Headteachers and Assistance on Public Basic School in West Mamprusi Municipality in the Northeast Region of Ghana

The study was conducted to investigate the perception of induction system on public basic schools in the West Mamprusi Municipal in the Northeast Region. The objectives of the study were to find out some of the training and induction programs that are organized in basic schools in the study area, determine the causes of ineffective induction programs organized in basic schools in the study area and to ascertain the perception of induction programs on teaching and learning in basic schools in the study area. The researcher used descriptive survey design to collect quantitative data for the study. The targeted population was one hundred and twenty 120 head teachers and assistant head teachers of the public basic schools in the West Mamprusi Municipality. Based on the findings, some other induction programs organized in some of the schools include; training on the use of methodologies in teaching, training on guidance and mentoring new teachers, training on school and community relationship, health and safety training, training on GES code of ethics and training on lesson plan preparation. Based on the findings it can be concluded that induction programs supports and mitigates teacher attrition, increases career commitment, and contributes to retention through meeting teachers' personal and professional needs which also include improvement in professional growth and development, effective integration of new employees to the organization and providing new teachers with training tools and Other needs. Also working conditions play a significant role in teacher career satisfaction and commitment as the findings depicted.

Exploring Head Teachers’ Instructional Supervisory Role: The Case of Public Junior High Schools in Jirapa Municipality of Ghana

The study explored Head teachers’ instructional supervisory role among public Junior High Schools in the Jirapa Municipality of the Upper West Region of Ghana. It adopted psychological and system theory of supervision propounded by Planturrroot (2006) and Bertalanffy (2015) respectively. The mixed method sequential approach was followed in the conduct of the study where both quantitative and qualitative data were collected and analysed. A sample size of 200 respondents made up of 40 head teachers, 80 teachers and 80 pupils were used for the quantitative data, whilst 10 head teachers were selected for the qualitative data. The Statistical Product for Service Solutions (SPSS) version 23 was used to analyse the quantitative data while thematic approach was used for the qualitative data. The findings of the study revealed in-frequent orientation for newly engaged teachers. It further showed lower ratings in the provision of in-service training, time tabling design and setting of performance target for pupils and teachers. It was recommended that the Ministry of Education and Ghana Education Service (GES) should regularly organize workshops, seminars and in-service trainings on supervisory roles of head teachers and assistant head teachers to equip them with the needed knowledge and skills in the municipality. Lastly, Heads of schools and other supervisors should re-design schools` time tables to suit the use of instructional time in the lesson of teachers to enhance their monitoring.

The micro-politics of the enactment of a school literacy policy

ABSTRACT This article reports on a case study investigating the micro-politics of policy enactment in a school in England. The case is sited in the literacy policy of a primary school in challenging circumstances as it joins a Multi-Academy Trust (MAT). Data gathering consisted of interviews with the school headteacher, assistant headteacher, and literacy coordinator. Data were analysed thematically using the thinking tools of Bourdieu to understand and explain the micro-politics of the policy enactment. Findings suggest that the enactment of policy in schools in England can be a dynamic undertaking when there is judged a need to improve. The micro-politics of the school may become dominated by the need to comply with MATs and private providers of educational solutions, potentially reducing the autonomy of teachers and headteachers.

Training talk: WEBINARS

Assistant head teacher Rebecca Smajli used a series of webinars to introduce new themes such as the revised EYFS. By Gabriella Jozwiak

Assessment of teachers’ dedication, discipline, knowledge and skills in Kwara state basic schools, Nigeria

This study examined teachers’ dedication, discipline, knowledge and skills in Kwara State basic schools, Nigeria. The study population comprised all the 1,591 head teachers, 3,907 assistant head teachers; and 440 principals, 1,112 vice principals and all the students in Kwara State lower and upper basic schools respectively. Multi-stage sampling technique was used to arrive at 30 head teachers, 78 assistant head teachers, 30 principals and 71 vice principals; and 20 Basic Nine students from each of the sampled upper basic schools as respondents in the study. Questionnaire was used to collect data, while mean and standard deviation were used to analyse the data. The findings of the study revealed that teachers’ dedication in Kwara State basic, Nigeria was average ((X ) ̅ = 3.06). The study concluded that Kwara State basic school teachers should be more dedicated to their job by regularly preparing lesson notes, going to the classrooms at the right time and ensuring that the learners have a better understanding of the concepts taught.

The Challenges of Online Learning: An Interview with Natalie Reed

Although online learning has shown significant growth since last decade, it has never been considered as seriously as during this uncertain period of isolation when the novel coronavirus, also known as COVID-19, has moved rapidly across the world in 2020 and affected the education system worldwide. Thus, it is important to examine advantages and disadvantages of online learning, especially in the current lockdown situation. Some previous studies demonstrated that online learning can offer flexibility for learning in terms of financial positions, learners’ availability, easy accessibility, mobility and other factors (Bowers & Kumar, 2015; Merhi, 2011). As a result, online learning technologies have become more popular in the educational system. Thousands of college students use online platforms and technologies to submit their homework, assignments, and quizzes. In fact, the rapid growth of online learning has enabled learners to access education at any time and from any place (Merhi, 2015).
 However, at the same time, there are concerns regarding low rates of student engagement and high erosion rates in online programs and courses. For instance, studies have reported a non-completion rate of 75% in multiple courses (Jun, 2005; Rochester & Pradel, 2008). Different factors such as lack of motivation, lack of contextual support strategies, and technological impediments can be considered for the high erosion rates in online learning contexts (Broadbent & Poon, 2015; Chen & Jang, 2010; Smith & Ayers, 2006). Studies have also examined the application of various self-regulated learning approaches in online learning contexts and shown that online programs require learners to demonstrate higher levels of self-regulation, self-motivation, and time commitment in compassion with traditional face-to-face learning (Broadbent & Poon, 2015; Serwatka, 2003). Besides the self-regulation strategies, contextual support is important in online courses. Online students need a variety of support and interaction from their teachers, tutors and even peers (Chen & Jang, 2010). Some studies have demonstrated that not being present in the same location at the same time eradicates the chance for immediate social interactions to take place among teachers and students in online learning (Smart & Cappel, 2006). Thus, learners in online learning environments have negative feelings such as confusion isolation, anxiety, and frustration (Piccoli, Ahmad, & Ives, 2001). Moreover, some studies have reported that lack of instructor presence could lead to student disengagement. Research have pointed out that students are more likely reluctant to online learning when they perceive a lack of social interactions and instructor presence (Capra, 2011; Trello, 2007).
 By the way, online learning is becoming a reality of our education system in a time when the world self-isolates. The UK has not been excluded from this situation and its education process has changed since the spring semester of 2020. The UK became one of 188 countries having suspended the education process. So, the country has decided to continue the education
 
 
 through the online form of distance learning such as online portals, Google Classroom, and Microsoft Teams or platforms like Zoom, Slack and Google Meet and even intelligent online learning programs like Tassomai, Memrise, and Mathletics. Thus, in order to find some answers to our questions about the challenges and issues of online learning that colleges and students have faced during the current lockdown situation, we conducted an interview with Natalie Reed who is the Assistant Headteacher for Teaching and Learning in Regents Park Community College Southampton, the UK.

Introducing physically active lessons in UK secondary schools: feasibility study and pilot cluster-randomised controlled trial

ObjectivesAssess feasibility, acceptability and costs of delivering a physically active lessons (PAL) training programme to secondary school teachers and explore preliminary effectiveness for reducing pupils’ sedentary time.Design and settingSecondary schools...

Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship

Currently, the United Kingdom is experiencing an “education workforce and leadership crisis,” which spans from the beginnings of the teaching career to the higher echelons of senior leadership. The purpose of this study is to investigate the career trajectories and experiences of Deputy and Assistant Headteachers in Birmingham, England. This article draws from an original thesis and presents the findings from a narrative study on the career trajectories of 14 Deputy and Assistant Headteachers in Birmingham, England. The findings from this study add new insights to the senior leadership role and the perception of Headship in that the Deputy and Assistant Headteacher career stage and socialisation experiences can determine whether they stay, leave, or climb the career ladder to Headship. This article suggests that Deputy and Assistant Headteachers lean toward displaying mainly Bonder, Bridger, or Leaver characteristics that contribute to aspiration and how they utilize their social capital in their career journeys. A new career stages and phases framework pertaining to Deputy and Assistant Headship in secondary schools has been forwarded which draws types of social capital.

Leadership and School Culture of Mainstream and Special Primary Schools

Different leadership models as well as leadership skills are of interest to both the research area and the school environment. More specifically, in recent years, school leadership and school culture have been studied as two interrelated parameters of school units. The purpose of the study reported here was to investigate the relationship between the leadership of mainstream and special primary schools in terms of Extra Effort, Effectiveness and Satisfaction and their correlation with the dimension of School Culture. Another goal of the study was to examine the influence of specific demographic variables on the key factors of Leadership and School Culture. The sample consisted of 526 primary school teachers working in primary schools (PS) across Greece: 120 Headteachers/Assistant Headteachers of mainstream PS, 106 Headteachers /Assistant Headteachers of Special PS, 150 teachers of mainstream PS and 150 teachers of Special PS. The participants completed the Multifactoral Leadership Questionnaire (MLQ) (Avolio & Bass, 2004) and the Questionnaire for School Culture (SCEQ) (Cavanagh & Dellar, 1997). Results showed that there were statistically significant differences in the sub-scales of Transformational Leadership, Transactional Leadership, Effectiveness, and Joint Planning with regard to gender and type of school. In addition, Transformational Leadership is significantly related to Transactional Leadership and Leadership Outcomes, and Transformational Leadership is related to the subscales of School Culture. The findings of this research will be discussed in the context of formulating proposals for the key role of school leadership in the school environment of the future.

Investigating the self-reported professional development activities of school leaders in Ghanaian rural basic schools

In Ghana, research has shown that educational reforms over the years have ignored the importance of school leadership development, and there are currently very few reform initiatives that address the need to develop the leadership proficiencies and skills of school leaders. This study sought to investigate how school leaders, who include headteachers, assistant headteachers, and form masters, in such contexts develop their leadership skills following their appointment into their new roles. A mixed-methods approach was employed in gathering both quantitative and qualitative data concurrently from three groups of leaders in the basic schools of one rural educational district in Ghana. Results from the study showed that the professional development activities (PDAs) that the leaders employed for their development were mostly informal and self-directed learning methods. There were only limited formal leadership development programmes for the leaders working within any of the rural district basic schools represented in the study. The study concludes that to strengthen school leadership in basic schools in the selected district, educational authorities would need to learn from international best practice to initiate sustainable PDAs to strengthen the leadership capacities of leaders to promote effective teaching and learning in schools.

Developing character

Assistant headteacher Emma Orr has a specific brief to promote character education at her school. She describes some of their approaches to developing key character skills

Improving data processes

Following a recent Ofsted inspection, The Helena Romanes School was judged ‘good’. Assistant headteacher Neal Foster explains the strategies they have for using data and supporting staff as they now aim for outstanding.

Successful staff appraisals

With the move to performance-related pay, staff appraisals have become an even more important part of school life. Assistant headteacher Andrew Leigh explains the key elements of a successful appraisal.

Evaluating three school‐based integrated health centres established by a partnership in Cornwall to inform future provision and practice

PurposeThe aim of this paper is to report the process, findings and implications of a three‐year evaluation of integrated health centres (IHCs) established in three secondary schools in Cornwall by the School‐Based Integrated Health Centres (SBIHC) partnership.Design/methodology/approachWhen the partners had completed the capital works, an evaluation strategy was designed for 2009‐2012 to identify the extent to which each of the IHCs was meeting the aims set for the IHCs, and each IHC and school was contributing to the aims of the SBIHC project. Formative and summative evaluation used annual case studies to apply data progressively regarding: the use, users and operations of each IHC; students’ perceptions of the user‐friendliness of the IHCs; indicators of the general health and well‐being of students and their sexual and mental health; students’ exposure to crime, substance abuse and poverty; and students’ academic achievement, attendances and exclusions. This process culminated in this paper which reports and discusses findings, suggests implications for practice, theory and research and proposes future directions for the partnership.FindingsAll three schools engaged students closely in the design and decoration of their IHCs. Student ownership was extended into the selection of Coordinators and into centre management and governance. Budehaven Community School appointed a National Health Service (NHS)‐trained Coordinator for their IHC, The Haven, a mental health worker funded for one year by the NHS. After 2009‐2010, his responsibilities were shared by the NHS‐trained Receptionist and the Manager, an Assistant Headteacher. During Year 3, Budehaven added a “co‐location” building, Kevren. About 37 professionals are now located in or visit The Haven and Kevren. Student footfall doubled to about 4,000 in the second year and increased by another 25 per cent in the third year. The wide range of general, mental and sexual health services were highly valued by the students. The Crayon, the IHC in Hayle Community School, achieved a similar footfall over three years. It started with a Receptionist and the Pupil Welfare Officer. The Manager, a Deputy Headteacher, and the Headteacher moving most student support services into the IHC at the end of Year 1. From then on the Crayon had three full‐time professionals. By the end of Year 3, the Crayon had reached the limits of its facilities. A solely positive association was found between IHC usage and measured improvements to mental health and academic progress. The IHC in Penair School, Bywva, developed a wide range of general, sexual and mental health services, attracted a similarly strong footfall, and also reached capacity in Year 3. Penair refined their IHC's line management by an Assistant Headteacher and coordination by a Lead.Originality/valueThis paper offers a new conceptual model of the SBIHC model of health care centred on the reciprocity and integrity of relationships between students and professionals.

Duty calls for interculturalism: how do teachers perceive the reform of intercultural education in Cyprus?

In the context of Cyprus’s accession to the European Union and a huge wave of immigration towards the country, teachers are called upon to teach within more diverse educational settings. In consideration of the substantial role teachers play in implementing intercultural education, this study explores their perceptions of the reform of intercultural education in Cyprus, which is a requirement for their further development in the field. Interviews were carried out with ten teachers and two assistant head-teachers in two primary schools which differed in terms of diversity of the student population. The participants’ responses relate to three aspects of intercultural education, namely: (a) teachers’ definitions of intercultural education; (b) the problems they face; and (c) the roles they should be playing in promoting greater inclusion of immigrant students. Findings imply that participants held conflicting perceptions of intercultural education, while they lacked cultural awareness of their immigrant students. Participants adopted individualised and collaborative strategies in order to promote intercultural education. However, teachers’ lack of intercultural preparation, along with immigrant students’ lack of language proficiency, the inadequacy of Greek Cypriot intercultural policy, and time constraints inhibited teachers’ efforts to promote greater inclusion.

Surviving Ofsted in 2012

Assistant headteacher Lee Donaghy's school has just been graded outstanding under the new Ofsted inspection framework. He takes us through the process, looks at how it differs to the old approach, and offers some advice to fellow school leaders.