Geocapabilties: subject leadership
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Transcript of Geocapabilties: subject leadership
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
GeoCapabilitiesSubject Leadership
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Subject LeadershipWho are the experts you turn to if you need Geography subject advice or support?• Is it a colleague? • A researcher in the field (in person or via their
publications)? • A professional subject association? • Another teacher• Online via social media or Web site? • Or something else?
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leadership (Bolden et al., 2012)
Research of academic leadership in the UKAcademic functions - teaching, research and service (administration, outreach)Leadership results from engagement with influential colleagues within one’s own academic discipline
Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leadership (Bolden et al., 2012)
Leadership is based on:• Professional autonomy in academic work • Not a formal process, ‘self-leadership’• Developing shared academic values • Spanning boundaries – i.e. externally related
actionsBolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education.
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leadership (Bolden et al., 2012)
Leadership involves a process of identity constructionIndividuals regarded as leaders when they:
– are seen to fight for a common cause– carry out mentorship– are empowered through teamwork
Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education.
Project partners
Twycross School
http://www.geocapabilities.org
Teacher as “a subject expert” and
Teacher as a “curriculum leader”
How do…
compare?
Project partners
Twycross School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Experts and curriculum makers
Consider how the practices of “teachers as experts” and “teachers as curriculum makers” are carried out at different levels and in different contexts.Reflect on how this can be developed.