By N. Foskett
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Additional resources for Managing External Relations in Schools: A Practical Guide (Educational Management)
Some specifics were expected when candidates were asked to define the essential characteristics to be observed in good classroom teaching. Alternatively, what qualities should be evident in a well-educated sixteen-year-old, about to leave school? In many cases a feature of the interview was the struggle of the candidate to answer that question confidently and with some clarity. Take the back of an envelope and attempt one of them for yourself! In applications for headship, one LEA asked for a 200-word definition of a rounded education.
It may be that groups of headteachers, or their local associations, will provide a future developmental grouping, but experience suggests that this is dependent upon the qualities and leadership of individuals and the chemistry of relationships. Before any terminal decision is taken on LEAs, some thought has to be given to the arena for co-ordinated development and action research, and the means of circulating good practice. The government’s wish for rapid change needs an accompanying feeling of confidence and reassurance among its work-force.
How important are factors such as school uniform, GCSE results, the nature of the school prospectus or the appearance of the reception area when parents or potential students arrive for their initial visit? Some ideas have been identified for higher education (Shattock and Walker 1977, Keen and Higgins 1990) and for secondary schools (Hanford 1990), but each institution needs to analyse the buyer behaviour of its own market. Stage 1D This considers the position of the institution within its operating environment.