Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

GeoCapabilitiesSubject Leadership

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Subject LeadershipWho are the experts you turn to if you need Geography subject advice or support?• Is it a colleague? • A researcher in the field (in person or via their

publications)? • A professional subject association? • Another teacher• Online via social media or Web site? • Or something else?

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Leadership (Bolden et al., 2012)

Research of academic leadership in the UKAcademic functions - teaching, research and service (administration, outreach)Leadership results from engagement with influential colleagues within one’s own academic discipline

Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education.

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Leadership (Bolden et al., 2012)

Leadership is based on:• Professional autonomy in academic work • Not a formal process, ‘self-leadership’• Developing shared academic values • Spanning boundaries – i.e. externally related

actionsBolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education.

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Leadership (Bolden et al., 2012)

Leadership involves a process of identity constructionIndividuals regarded as leaders when they:

– are seen to fight for a common cause– carry out mentorship– are empowered through teamwork

Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education.

Project partners

Twycross School

http://www.geocapabilities.org

Teacher as “a subject expert” and

Teacher as a “curriculum leader”

How do…

compare?

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Experts and curriculum makers

Consider how the practices of “teachers as experts” and “teachers as curriculum makers” are carried out at different levels and in different contexts.Reflect on how this can be developed.