Managing Teachers in FE

frontpaperback and kindle on Amazon


As so often in any context involving social interaction, there is no single solution to any problem, even if we had a single definition of what the problem might be. There is no role model to follow, no recipe to apply. Organisations are large colonies of complicated people. You might, for example, create a well-structured, essentially fair and impressively documented Disciplinary System, only to find that it is applied and interpreted with such wide differences, all of which are justified at length by teachers in different vocational areas, that it becomes essentially meaningless as a college-wide process. But that does not necessarily mean the system was faulty or the people are being incompetent. It probably means that fairness is context-dependent, and in fact has been achieved in many cases. You just can’t prove it very easily to Ofsted, but that is a separate issue, explored in chapter 3.

Likewise, good management, or effective leadership, or whatever you choose to call the thing you are aiming for, will only be achieved by flexibility and an intimate knowledge of the context. That is why models of leadership, and many training courses designed to provide leaders, sometimes seem irrelevant to over-burdened FE practitioners, who feel that generalised external solutions won’t really apply to their internal problems.


About pauleustice

Retired, more or less, but see
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