Alternatively, an already established clear vision is said by Hammersley-Fletcher and Brundrett (2006), to support the leader in managing colleagues, as there are particular goals and establishing values to work towards. Although it has been mentioned that vision should be constructed collaboratively, the finalised shared vision will still be dependent on the leader’s management style and adapted to fit within their overall plan (Busher and Harris, 2000). This may be because Busher and Harris (2000) identify that as a subject leader development plans must be written, these should help maintain good practice and improve other areas of weaker practice. Henceforth, they suggest that if the vision does not foresee the weaknesses, then it is of
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Leading on from this, it will give colleagues a better sense of ownership and contribution, that Atkins (2002) considers will empower them to become more involved in innovation and change, consequently helping resolve the main challenge when supporting others. In addition, Atkins (2002) also mentions that that open input into the overall vision helps to develop an atmosphere of excitement, where teachers are more willing to take risks.
As science specialists, we have been able to support each other in our seminars, and develop our ideas and visions. Within each planning session and working together in a classroom, we have the opportunity to collect different ideas from each other. This has empowered me to think in new ways and gain a sense of contribution and excitement to teaching science. These strategies displayed by my colleagues and other teachers I have observed have contributed to my vision which, as a leader would be implemented by sharing these amongst the school, to provide the same enriched learning opportunities …show more content…
Additionally, this combination of learning allows children to express the knowledge learnt in different forms and in more depth (Brand and Triplett, 2012). During our visit to a local primary school we provided a combined science and art learning experience for the children, as a group we felt that the children partaking in our activity were motivated and showed interest in the learning. However, we did feel that the excitement was too much for some and had we done this task again we would have allowed the children to explore the area for much longer. Therefore, although it has been emphasised that science should be active, for some children too much excitement may deter from the learning rather than foster
Leading on from this, it will give colleagues a better sense of ownership and contribution, that Atkins (2002) considers will empower them to become more involved in innovation and change, consequently helping resolve the main challenge when supporting others. In addition, Atkins (2002) also mentions that that open input into the overall vision helps to develop an atmosphere of excitement, where teachers are more willing to take risks.
As science specialists, we have been able to support each other in our seminars, and develop our ideas and visions. Within each planning session and working together in a classroom, we have the opportunity to collect different ideas from each other. This has empowered me to think in new ways and gain a sense of contribution and excitement to teaching science. These strategies displayed by my colleagues and other teachers I have observed have contributed to my vision which, as a leader would be implemented by sharing these amongst the school, to provide the same enriched learning opportunities …show more content…
Additionally, this combination of learning allows children to express the knowledge learnt in different forms and in more depth (Brand and Triplett, 2012). During our visit to a local primary school we provided a combined science and art learning experience for the children, as a group we felt that the children partaking in our activity were motivated and showed interest in the learning. However, we did feel that the excitement was too much for some and had we done this task again we would have allowed the children to explore the area for much longer. Therefore, although it has been emphasised that science should be active, for some children too much excitement may deter from the learning rather than foster