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Collegiate Presentation Task

Collegiate Presentation Task. Professional Obligations of a Head Teacher. Standard for Headship. Schema Outlined. CONTEXT. CONTEXT. Fullan / Hardgreave’s Total Teachers. Similarity (after research and discussion) Total Teachers Purpose Person Context Culture

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Collegiate Presentation Task

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  1. Collegiate Presentation Task Professional Obligations of a Head Teacher

  2. Standard for Headship

  3. Schema Outlined CONTEXT CONTEXT

  4. Fullan/Hardgreave’s Total Teachers • Similarity (after research and discussion) • Total Teachers • Purpose • Person • Context • Culture • Applied to Total Head Teachers who try to create a Total School

  5. Overview CONTEXT PERSON VISION & PURPOSE CONTEXT ACTION

  6. Cranston - Ethical Dilemma Framework Cranston, Ethical Dilemmas

  7. Cranston – Example (Awareness of Forces) Cranston, Ethical Dilemmas

  8. Cranston - Ethical Dilemma Framework Cranston, Ethical Dilemmas SKILLS SKILLS SKILLS SKILLS

  9. PERSON: Microcosm of Leadership & Management COLLEGIALITY SOCIAL / POLITICAL CONTEXT PURPOSE NATURE VALUES MORAL PRD / CPD SKILLS CONTEXT PROCESSES PURPOSE

  10. PERSON: What is the nature of a person? • Man is essentially, or by nature, a "social animal", that is to say, he cannot attain complete happiness except in social and political dependence on his fellow man. Aristotle • We need to declare our educational goals and demonstrate how a particular technology (action) can help us achieve them: • Help students become certain kind of adults • Help students understand the major ways of thinking that have developed in the disciplinesGardner SOCIAL / POLITICAL CONTEXT WILL FACULTIES EMOTION / BILLNISM (– Ex?) CONTEXT INTELLECTUAL

  11. Maslow on improving education • pupils…. TEACHERS….. HEAD TEACHERS…… should • Be authentic. • Transcend their cultural conditioning and become world citizens. • Find their vocation and right mate. • Know that life is precious. • Be good and joyous in all kinds of situations. • Learn from their inner nature. • See that basic needs are satisfied. • Refreshen their consciousness; appreciate beauty and other good things in life. • Understand that controls are good, and complete abandon is bad. • Transcend trifling problems • Grapple with serious problems such as injustice, pain suffering and death • Be good choosers and be given practice in making choices

  12. Maslow on Values Values Values reflect one's judgment as to what is important in life. Maslow described what values were important in defining one's Being and he called them B Values. These B Values were used to describe self actualization.

  13. Hierarchy of Needs (Maslow) DEPENDENCE | INDEPENDENCE | INTERDEPENDENCE B-Needs Effective Values? Intelligences? D-Needs

  14. VALUES

  15. VALUES (cont)

  16. Covey: Centre as Source of Influence

  17. Personal Purpose > Ethical Action

  18. Winds of change ANTITHESIS OF GOOD LEADERSHIP

  19. Overview CONTEXT PERSON VISION & PURPOSE CONTEXT ACTION

  20. Key Obligations Meeting the needs of staff and pupils Educating the whole person Adhering to legal requirements If only it were that simple!!!

  21. The Stakeholders LEA Rules and regulations adhered to Initiatives implemented Timely return of paperwork HT Must be introspective Leading learner

  22. The Stakeholders Staff Support with discipline Resources & finance in place CPD to allow development Pupils Accessible curriculum Achieve the four capacities Support for all

  23. The Stakeholders Parents Safety & well-being Consistent discipline Better behaviour, Better learning External Agencies Integral part of school Involved in day to day workings

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