What is the difference between assistant headteacher and deputy headteacher

Amy Gibbons 25 Oct Tes Reporter 25 Oct Call to halt Ofsted inspections for heads' wellbeing Pressure of 'toxic' graded inspections during the pandemic is driving school leaders from profession, the education secretary has been told.

John Roberts 25 Oct Jason Ford 25 Oct Why our memory-based exams system is redundant in Moving away from the outmoded exam system would help schools genuinely prepare students for the future, says Claire Cowie.

Claire Cowie 25 Oct Research: Why academics must work with schools When edu-research includes the expertise of teachers and students, it's instantly more relevant and meaningful, writes this team. The Love to Read Team 25 Oct School gate ban for 'idiot' anti-vaxxers 'an option' School leaders' union welcomes call for exclusion zones outside schools to prevent anti-vaxxers harassing staff and pupils.

Accept additional cookies Reject additional cookies View cookies. Hide this message. Home Education, training and skills Teaching and leadership Teacher training and professional development School leadership Headteachers' standards. Department for Education. Introduction Headteachers are leading professionals and role models for the communities they serve.

Culture and ethos school culture behaviour professional development Curriculum and teaching teaching curriculum and assessment additional and special educational needs Organisational effectiveness organisational management school improvement working in partnership [footnote 7] Section 1: Ethics and professional conduct Headteachers are expected to demonstrate consistently high standards of principled and professional conduct.

Known as the Nolan principles, these form the basis of the ethical standards expected of public office holders: selflessness integrity objectivity accountability openness honesty leadership Headteachers uphold public trust in school leadership and maintain high standards of ethics and behaviour. As leaders of their school community and profession, headteachers:. Contents Print this page. Is this page useful?

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What were you doing? What went wrong? Email address. Location Tunbridge Wells, Kent. Salary L Posted 29 Sep Closing date 19 Oct Ref KCCL. Job function Teacher. Job level Senior management. So much of what we do is self-directed and the trick is to know actually when to stop and be content that you have done a good job.

Your internal stores of motivation, commitment and enthusiasm often deplete as the term nears an end. It is so important to recharge to ensure that your own productivity, and therefore the productivity of your staff and your school, remains high. Not only that, but you can often be the barometer for the feelings of the staff who pick up on the overall stress level in school.

Being able to recognise this within yourself and around you is important for the emotional climate in school. Exploring the things that will help you and the school recharge can ensure a happy and healthy life for all. Certainly celebrating successes is vital, whether that is an individual child progressing well or a positive outcome for school improvement. For the school, it can be encouraging staff to take a break and get together socially or reflecting on those things that are going well.

For some the deputy head role is a brief stepping-stone to bigger and bossier things. For me the deputy role has always been the very best — and occasionally the worst! It is really important to find the right school at the right time with the right head. Potentially you can be one of the most influential people in school with a fantastic front row view of the Big Picture. If you are a deputy, or considering becoming one, I know from experience that it is a privilege to see everything about the school, from teaching to safeguarding to recruitment to finance, but always with learning at the heart.

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