Developing the Role of Subject Leaders in Riga Secondary Schools Signe Neimane, Daina Kupca, Agnis Gleizups Research questions What are the ways to become a subject leader? What competences do subject leaders have and what are needed? What are the key areas of subject leadership? Data were collected from 145 subject leaders (questionnaire) 4 focus groups (interviews) Subject leaders – who are they? ‘Subject leaders provide professional leadership and management for a subject to secure high quality teaching, effective use of resources and improved standard of learning and achieving for all pupils’ National Standards for Subject Leaders, 1998 Nature and scope of a Subject leader’s role Strategic direction and development of the subject Teaching and learning Leading and managing staff Efficient and effective deployment of staff and resources (TTA, 1998) Subject leaders: Lead a team of particular subject Cooperate with school administration Organise meetings and discussions about innovations in teaching and learning Work as mentors and peer mentors Consult, monitor, evaluate and analyse Organise different events for students From interviews with focus groups How have teachers become subject leaders? Additional money 9% 4% Instruction of the Head 2% 6% 28% 8% Offer by school administration and/or colleagues Self actualizaton, challenge 43% Elections Carreer development Rotation Cooperation with subject leaders from other schools Experience exchange Management of different events for students Consultations via email, phone 14% 4% 3% 1% 32% 17% Exchange with teaching materials and information Cooperation during exams 29% Analyses of examination and competition results Participation in projects Strong and weak sides of subject leaders Management of different events 60% 50% 40% 30% 20% 10% 0% Strong sides Weak points Staff management and leadership Information, innovations and analyses Management of subject groups in regional level No problems Do subject leaders need professional development? 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% no answer no yes 1 to 2 3 to 5 6 to 10 more than 10 experience of work as subject leaders What kind of knowledge, competences and skills should subject leaders have? 22% Good teacher Manager and leader 78% What kind of professional development do subject leaders need? Management and leadership ICT 4%3% 4% 8% 35% 27% New aspects and methods in subject teaching Psychology Legislation 19% Foreign languages Economics and finanses Departments: Evaluate curriculum worked out by teachers Discuss year plans of teachers Provide link between subjects Analyse students’ learning success Organise experience exchange Evaluate teaching and learning materials From interviews with focus groups Influence of departments in school development 31% Management and leadership Teaching and learning 69% Planning school development, setting priorities Speading information Management and leadership 8% 5% Introducing innovations 8% 14% 65% Marketing Conflict management Teaching and learning 12% 24% 65% Role of evaluator and adviser of teaching and learning quality Role of adviser in the process of choosing proper textbook Introduce new teaching/learning methods Recommendations Standard for subject leaders should be developed Guidelines for effective work of subject departments Special professional development programme for subject leaders, including supervisions and problem solving seminars Reduction of teaching hours for subject leaders: 50% teaching, 50% work of a subject leader