|
| Leading
in literacy |
- What
does leadership entail?
-
What does it mean to be a leader in literacy?
-
Why would you want to take on a leadership role in this field?
-
How would you set about it?
|
| This
course looks at the teacher as a curriculum and/or school leader in
language and literacy, in the context of A Curriculum for Excellence,
Teachers for Excellence and the GTC Professional Recognition Framework.
It is designed for principal teachers and teachers at a stage in their
career development who feel ready to take on responsibility in a whole-school
capacity. The course will not only ask delegates to explore principles
and reflect on local circumstances, it will also provide an opportunity
to consider personal leadership roles and consider development work
that could be undertaken back in school. For this reason, it is recommended
that delegates discuss the scope of the course with senior managers
before attending. Running in South Lanarkshire 2007-8. |
| Aims |
- To
develop the role of the teacher as a leader in whole-school literacy
and language development
- To
encourage whole-school development of literacy with a view to
increasing teacher confidence, raising pupil achievement and enriching
the literacy experience of teachers and pupils alike
|
| Content |
- Identification
of features of effective learning and teaching in language and
literacy – towards A Curriculum for Excellence
- Exploration
of features of effective leadership
- Development
of the role of the teacher as a leader in literacy – towards
Teachers for Excellence, Professional Recognition and curriculum
leadership in school
-
The course will also consider
-
the importance of reflective practice and critical friendships
-
approaches to auditing and evaluating current circumstances
– individual and whole school
-
approaches to development planning for effective action
– individual and whole school
-
implementation and management of change – individual
and whole school
-
evaluation and reflection – individual and whole
school
|
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