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Joan Dean deals sound functional tips to advisers and inspectors in any respect degrees. This comprises the improvement of interpersonal abilities, interviewing, setting up advisory groups and dealing with one's personal paintings.
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Additional resources for Inspecting and advising: a handbook for inspectors, advisers, and advisory teachers
Example text
The problem about reward influence is that it is a little like force influence in not necessarily carrying teachers’ thinking and commitment. Positional authority influence An inspector or adviser may have influence from the position he or she holds. This will be particularly true for the chief adviser and senior members of the advisory team. Advisory teachers will also have positional influence. It is useful as an incentive, but there is a need to go further if understanding is to be developed and commitment won Winkley (1985) gives a depressing quotation about the dangers of positional influence 16 Inspecting and advising Last week our inspector lectured us for an hour and a half without stopping.
This has changed as a consequence of the Education Reform Act (1988) whereby the appointments are in the hands of governors, although inspectors and advisers may still be influential in some LEAs. The system-facilitator view where the inspector or adviser is concerned with assessing the needs of schools and other establishments and responding to them. It might perhaps be termed the organisation development view. Analytical-observer view where the inspector or adviser is reflecting for teachers what is happening and helping them to analyse in order to move forward.
This is also a useful way to get to know an establishment. Specialist advisers can also be helpful in looking at a particular aspect of a school, probably by request of the head or governors. Contributing according to the needs of the establishment. Much of the help both general and specialist advisers give to an establishment will be in response to particular needs. Many heads find it helpful to talk over aspects of their work and try out ideas with a general adviser. Heads of department and specialist teachers will want to talk over work with the appropriate specialist adviser.
