“Education is not the filling of a pail but the lighting of a fire.” William Butler Yeats
In part three of this four-part series, I said that the level of autonomy afforded to teachers is dependent (to some extent) on where their school is along the path to excellence – schools need to tighten up the constraints on autonomy in order to become “good” but must loosen those constraints in order to become “outstanding”.
Another important consideration to be taken into account is teachers’ individual experience and expertise – an NQT will require more assistance and direction than a staffroom stalwart, for example.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here