Janet Draper

Making Sense of Primary Headship: The surprises awaiting new heads

A model of the gains and losses of job change taken from the occupational mobility literature was used to underpin research on new headteachers and deputies which examined the gains and losses accompanying the transition from deputy to headteacher, the degree to which these were anticipated and the seriousness of their impact. Results from two studies indicate that many of the 87 deputies were deterred by the burdens of headship, though those most likely to apply for headship were prepared to take these in their stride. The 37 new heads (in post 1-3 years), though well prepared for headship, were more overwhelmed by the job than they (or the likely-to-apply deputies) had anticipated and outlined the systems (general, local authority and school) causing initial overload and confusion. The implications for training and support are explored.

First impressions: the new teacher induction arrangements in Scotland

Abstract New arrangements for the induction of teachers in Scottish schools were introduced for school session 2002/03. Those completing initial teacher education (ITE) are now entitled to a one-year training post with a 70% workload, 30% of working time for professional development and 10% of an experienced teachers time for support. Such inductees must meet the Standard for Full Registration (SFR) by the end of the year. Evidence on the implementation of the Teacher Induction Scheme was gathered at school, education authority and national level. This article reports the initial findings of the research project and suggests messages for the development of the scheme

In the Firing Line? The attractions of secondary headship

The authors examine how Scottish deputy heads feel about the prospect of headship and find an apparently much more positive view than in England and Wales.

Keeping the Show on the Road: The Role of the Acting Headteacher.

In a context where school leadership is identified as crucial to school performance and preparation for headship is expected, the role of the short-term acting head is increasingly anomalous and school leadership may be jeopardized. This article reports on a study of acting heads’ situations, experience and support in post. A range of reasons led to acting positions that were then held for widely varying periods and supported to very different degrees. Uncertainty on length of appointment, role boundaries and freedom to innovate led to some dissatisfaction and unwillingness to apply for permanent posts. The findings also raise issues for the maintenance of school performance in times of change and uncertainty.

Developing Effective School Leaders? Initial Views of the Scottish Qualification for Headship (SQH)

Abstract This article outlines the rationale for and the development of the Scottish Qualification for Headship (SQH). It describes the context of standards and competences within which the SQH has been developed, and the nature of the consultation process undertaken. The qualification itself has a four-unit structure, with two units of school-based learning. It may be taken in two modes, a full four-unit form and an accelerated route for those with attestable experience. Evaluation data are reported from the first group of candidates to complete the qualification, who had followed the accelerated route. The findings are very positive, which might be expected from an enthusiastic first group of volunteers, but they also raise a series of questions for further study, particularly in relation to assumptions about a single model for headship of schools of all sizes and sectors, and for candidates with a very varying range of prior experience

Managing Acting Headship: A Safe Pair of Hands?.

A questionnaire inquiry into the appointment of acting heads was carried out in 24 Scottish local authorities to explore their causes, purposes and management. Acting headships were surprisingly widespread (over 10% of primary and secondary schools) largely due to illness and secondment, promotion, retirement and resignation. Selection was largely automatic, duration variable (from three weeks to more than two years) and appointment and support policies infrequent. Appointment decisions emphasised school stability rather than development. Suggestions are made for planning, support and the creation of a pool of potential heads to take advantage of opportunities for personal, professional and school development.

Local management of the Scottish qualification for headship

Abstract The Scottish Qualification for Headship (SQH) has been designed for delivery through a partnership of higher education institutions (HEIs) and local authorities (LAs). The study reported in this article aimed to give an account of the processes of management of SQH at LA level. This article highlights the liaison and support role played by those who coordinated SQH within local authorities. Conclusions are drawn about the complexities of the coordination role and the centrality of adequate resourcing for the success of the programme that has a substantial workbased learning element. Implications are identified for future continuing professional development (CPD) strategies

Leaving the register: Scottish teachers lost to the profession, 1997-98

Abstract With recruitment into teaching becoming more difficult, the spectre of teacher shortage raises questions about teacher retention, especially given recent negative comment about teaching. This article offers an analysis of some of the characteristics of the 4000 Scottish teachers who left the profession in the year 1997-98. The study looked at the age, gender, sector, length of experience and registration status of those who left. It found that, while some left teaching early in their working lives and, as would be expected, a goodly number remain to nearly retirement age, there is a pattern of departures at all stages which constitutes a considerable loss of expertise to the profession. The findings generate questions about the average length of a modern teaching career and the costs of losing experienced staff well before retirement age.

Becoming a Primary Teacher in Scotland: Comparing One-Year and Four-Year Courses.

Abstract This study compared Scottish primary teachers trained by the one-year Bachelor of Education (BEd) and the four-year Post Graduate Certificate of Education (PGCE) routes. It was found that BEd graduates were younger, while the PGCEs were more diverse, containing a number embarking on teaching as a second career. It was also found that BEds complete probation slightly faster though this may be due to more favourable opportunities to complete the probationary requirements. The implications are discussed in relation to the changing nature of the teacher employment market and the policy implications for the balance of numbers of teachers trained through the two routes.

The Professional Formation and Learning of New Secondary Teachers in Hong Kong: A Dim-Sum Model?.

Abstract Changing educational priorities are reflected both in the literature and the models that seek to describe initial teachers’ professional formation and learning. However, do new teachers’ experiences conform to these models? A sampling of Hong Kong secondary school teachers over their first year as full–time teachers provides data from questionnaires and longitudinal interviews supporting a variety of processes and related models which highlight that becoming a teacher reflects individual differences. To account for this array of individual differences an interaction model is proposed that reflects the Chinese cultural context of this study - the ‘dim–sum’ model - a model that sites initial teachers’ professional formation and learning within a multi–perspective and interactive learning context.