Effective management of support staff depends on a set of basic systems being in place. Ruth Bradbury looks at how to build teams, define roles and establish effective performance management
At times the collaborative partnership process for SENCOs and senior leaders in schools can be challenging and time consuming. Rita Cheminais looks at how to establish effective partnerships, and describes a new ECM self-evaluation tool that will help to strengthen partnership working
From taking assemblies to sharing your professional expertise, there are many ways for business managers to raise the profile of their work. Paul Ainsworth and Josephine Smith explain how to make a bigger contribution and climb the career ladder at the same time
Headteacher Neil Berry takes a look at the vital part that human resource management plays in a school leader’s working life
A consultation document from the DCSF seeks views on proposals for regulations to ensure that SENCOs are qualified teachers with a defined role in the leadership and management of the school
Josie Earnshaw outlines the benefits of a comprehensive support staff review at her Barnsley school
What’s an acceptable collective term for all the school business managers, administrators, catering staff, HR professionals, caretakers, secretaries and everyone else other than teachers?
The relationship between teachers and teaching assistants is a changing one. Angela Youngman investigates and offers guidance to ensure effectiveness
The relationship of teachers in the workplace is an under-researched area. Educational psychologist Kairen Cullen discusses her study
The TDA’s Futures project brought hundreds of people together to think about the future of education. Mike Newby reports.
Richard Bird, former headteacher and now legal consultant to the Association of School and College Leaders (ASCL), analyses the vital role an outgoing head has to play in the succession process.
Ruth Bradbury outlines the things that all senior school finance managers need to know in order to contribute effectively to the running of their school.
In November 2006, education writer and former head Roger Smith looked at the new draft performance management guidelines and what they might mean for schools.
In this first of a short series on leadership Julie Jennings, an experienced teacher and educational consultant, looks at what it takes to be a leader.
Deputy head Rob Bray considers how his responsibilities have changed over the years as the core function of deputy headship has developed from ‘management’ into ‘leadership’.
Sue Moores, headteacher of a secondary school in the Isle of Man, compares the island’s educational system with that of England and concludes that she won’t be moving back here!
What makes a good supply teacher? Former head Bob Jelley draws on some memories.
Headteacher Carole Hawkins lays to rest the common perception that independent schools enjoy a privileged and problem-free position in today’s education market.
Anne Clarke explores the role of the headteacher and asks: ‘Is the notion of a headteacher an out-of-date concept?’
The Education and Skills Committee report on SEN includes a brief but important analysis of the role of the SENCO, which highlights a major gap between policy rhetoric and reality.
The closure of hundreds of schools across the country as a result of the recent Unison day of action over pensions can serve as a reminder of how essential support staff are for the day-to-day functioning of our schools.
Kim Sparling, headteacher at Oldfield School, Bath, analyses the implications of the staffing structure review and argues that allowing greater flexibility into the process is vital.
Josephine Smith and Paul Ainsworth, both senior teachers with responsibilities for G&T, look at the evolution of the role of the G&T coordinator at Casterton Community College and the effect that TLR reforms are having on it now
Time to review the school staffing and pay structure is fast running out. Former headteacher Roger Smith looks at what needs doing and how it can be achieved before the deadline for completion arrives.
Schools in England should now be engaged in formal consultation with staff and their representatives on new draft staffing structures.