Leadership in history

When looking at leadership in history a careful balance has to be created between offering generic advice (which you could get elsewhere) and very subject-specific advice, which in its attempt to be unique to history leaves out key generic issues. On the whole I have erred for the subject specific. Now that we have National Standards for subject leaders and there is much in-house CPD work on developing leadership skills, I don’t feel the need to trot out management-speak lists of the differences between leadership and management or how to hone your people management skills. These are importance considerations: but not for here.

There are 8 sections to this area of the site. Most are self explanatory

  1. Policy which is not about paper, more about vision for history and how you build a shared view of what history learning in your school should be like.
  2. Self-evaluation which is very much of the moment. The angle taken here is unusual. Rather than worrying about OFSTED’s four point scale and the self-evaluation form (sef), the emphasis is placed on diagnosing where you are in specific aspects of your work and then showing you what the next stage in development might look like.
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