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4 Evaluating success

Understanding the reasons for a school's success may require special expertise, but the fact of that success should be clear…..

Martin & Holt, 2002.

Take another look at the cycle for improvement (below).


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3 Sharing information

If all governors are not involved in monitoring there must be procedures through which all are kept informed.

Creese and Earley (1999).

The role of the governor has changed considerably in recent years: there is a genuine need to know and understand the school much better, from the point of view of its performance and development priorities. At the same time, all governors have other commitment
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3 What does the data tell us?

Data never gives you the answers: it helps you to ask the questions.

(Hawker, 1998)

Realistically, what governors can glean from attainment data, without assistance from the professionals, either in school or through the Local Authority (LA), may be limited, depending on your experience of reading statistical information.

A single set of figures, relating to only one year's results, may n
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Acknowledgements

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Author

Sue Platt has been a school governor for 21 years, at both primary and secondary
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4. Strategic management

’It must be accepted that governors share in every aspect of the strategic management of the school.‘

(Sallis, 2000)

If strategic direction is about setting aims and targets, devising plans and policies, and taking decisions that will raise standards, then strategic management is concerned with ensuring that all the necessary elements are in place in order that succes
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References

Thomas, T. (1991) Film Score: The Art and Craft of Movie Music (Burbank, CA, Riverwood Press) p. 293.
Daubney, K. Max Steiner's Now, Voyager: A Film Score Guide (Westport, CT, Greenwood Press) p. 51
Marvin Hamlisch quote: extract from DE353/14, OU film no. 517, p. 6

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1 6. Conclusion

This unit has explored the ways in which moving and still images may motivate and inspire pupils in their understanding of music. You may find it helpful to share your experiences of using images with your peers, perhaps through a short presentation to your department.


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2 What's out there for our school?

There are close to three thousand museums, galleries and heritage sites in the UK and there are approximately 100 million visits made to them every year. Internationally important collections of ancient relics and artistic masterpieces jostle for our attention alongside personal collections of precious oddities.

We have a dynamic national network of hi-tech, interactive science centres, encouraging creative thinking and practical experimentation. The centres look back at the history of
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Introduction

Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordina
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Acknowledgements

Author Details

This unit was prepared for TeachandLearn.net by Ronnie Goldstein and Alan Bloomfield. Ronnie Goldstein was formerly a lecturer in the Faculty of Educational and Language Studies at The Open University. Alan Bloomfield is Deputy Head of School of Education at Cheltenham and Gloucester College of Higher Education.

Other acknowledgements

The content acknowledged below is Pr
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5 Conclusion

I hope this unit has made clearer what a business manager can do to impact positively on the school and its core function of teaching and learning as we move forward into a changing future.

You may now find it helpful to revisit your job description and the notes you made in Activity 1.

Equally, through some of the new developments that are taking place in society, the school itself will need business management in order to best position itself to help pupils, parents and communit
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4.1 Where to find support

There is a range of tools available to support you, including:

  • The DfES financial management standard [accessed 26 January 2007]. See especially the guidance on the role of bursar [accessed 26 January 2007].

  • Teachernet school finances webpage [accessed 26 January 2007].

  • Schools Audit Commission [accessed 26 January 2007].

  • DfES Value for money [accessed 26 January 2007].

Go to Ac
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1 A revolution in schools

The school we are in today will not be the school we are in tomorrow. This is especially apparent when the government's Extended Schools and Every Child Matters agendas for English schools are added to the mix, together with remodelling and the changes to the 14 – 19 phase. For details of the bursar's key role in this process visit Bursar's role in remodelling [accessed 26 January 2007].

Admittedly, there is no ‘one size fits all’ business manager (or bursar) role. The position a
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Learning outcomes

The learning outcomes for this unit are:

  • to review a job description for a business manager that takes account of today's context;

  • to understand how a business manager can support teaching and learning and all stakeholders;

  • to understand and use a range of analytical tools;

  • to apply these analytical tools to your school's situation, in particular responding to government agendas;

  • to understand how benchmarking data can
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1 What makes a good book?

I met a dragon face to face

I met a dragon face to face

The year when I was ten,

I took a trip to outer space,

I braved a pirate's den,

I wrestled with a wicked troll,

And fought a great white shark,

I trailed a rabbit down a hole,

I hunted for a snark.

I stowed aboard a submarine,

I opened magic doors,

I travelled in a time machine,
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4.1 Introduction

Collective oeuvres* produce and sustain group solidarity. They help make a community. Works and works-in-progress create shared and negotiable ways of thinking in a group … externalising, in a word, rescues cognitive activity from implicitness, making it more public, negotiable and solidary.

(Bruner, 1996, p. 22)

*An oeuvre is normally defined as the total output of an individual writer or ar
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Introduction

This unit is aimed at geography teachers, or those with an interest in studying or teaching geography. This unit looks at the contribution that geography can make in the education of young people and the characteristics and purpose of geography as a subject.


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Introduction

This unit explores school geography, focusing upon how geography is currently being taught and understood. While studying this unit you will read about the significance of geography as a subject, considering what are the defining concepts for school geography and its educational value. The unit also includes a lesson plan and a look at definitions of geography as a medium of education.


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Acknowledgements

Author Details

Amanda Burrows is a graduate of Laban and gained an MA in Education from The Open University. She has taught dance in secondary schools, FE colleges, universities and in community settings. Amanda is currently Head of Curriculum for Visual, Performing Arts and Media at Grantham College, and has produced materials for the Open Univerity's Teachandlearn.net, repurposed here for openlearn.

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5 Giving feedback

In order to develop and improve dance skills, students should also be involved in evaluating one another's, and their own, work.

Performing for one another in class as part of an evaluation and feedback process can be beneficial to both the students and teacher.

When done on a regular basis, students can become less self-conscious about performing in front of others; this is important in terms of building confidence in young performers.

Feedback is an important part of the i
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