Developing alternative models of leadership In an education authority context, we are beginning to see alternative models of leadership which both enhance leadership capacity in schools and provide systems to create more focused monitoring across establishments. These include the development of learning communities and also clusters of two or three small schools managed by one headteacher.
Cluster headships In cluster headships, arrangements are made whereby a specific teacher, sometimes a principal teacher, becomes a daily point of contact for parents and staff in the headteacher’s absence. An advantage of the model is that it gives the nominated teacher the chance of experiencing new leadership responsibilities and the experience of headship first hand. Monitoring on a day-to-day level is then being taken forward by this teacher and more strategic monitoring is overseen by the headteacher. There are additional benefits and flexibilities in sharing resources between sites, offering wider career development and opportunities for pupils to meet as part of a larger group for a range of activities such as sports, arts and personal and social development.
An example of shared leadership The headteacher, who was also responsible for two other schools, demonstrated very good leadership and management skills. She showed an obvious commitment to the school and had worked effectively with the staff and parents to improve the school. Although the teacher was responsible for three schools, she was a very successful headteacher in Raasay. All involved knew where she could be contacted when not in school. HMIE Report, Raasay Primary School, The Highland Council, October 2006
49 Four: Leadership and direction: focusing on what’s important