Inspecting and advising: a handbook for inspectors, advisers, and advisory teachers

253 Pages·1993·2.85 MB·English

by  Mrs Joan Dean

Inspecting and advising
A handbook for inspectors, advisers
and advisory teachers
Joan Dean
London and New York
First published 1992
by Routledge
11 New Fetter Lane, London EC4P 4EE
Simultaneously published in the USA and Canada
by Routledge
a division of Routledge, Chapman and Hall, Inc.
29 West 35th Street, New York, NY 10001
This edition published in the Taylor & Francis e-Library, 2003.
RoutledgeFalmer is an imprint of the Taylor & Francis Group
© 1992 Joan Dean
All rights reserved. No part of this book may be reprinted or
reproduced or utilized in any form or by any electronic,
mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in
writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British library.
ISBN 0-203-41191-9 Master e-book ISBN
ISBN 0-203-72015-6 (Adobe eReader Format)
0-415-05611-X (Print Edition)
Library of Congress Cataloging-in-Publication Data
Has been applied for.
ISBN 0-415-05611-X
To my husband, David Dean
who has supported me
through twenty-eight enjoyable years
in advisory work

Contents
Illustrations ix
Foreword xi
Preface xiii
Note xv
1 The advisory service 1
2 The roles of inspectors and advisers 11
3 The role of the advisory teacher 27
4 Skills with people 35
5 Inspecting and monitoring 55
6 Supporting and developing the work of teachers 92
7 In-service education 116
8 Relationships 138
9 Making appointments 147
10 Training and the advisory service 161
11 The organisation of the advisory team 192
12 Personal organisation 220
Conclusion 224
References 226
Index 229

vii

Illustrations
FIGURES
1 A performance indicator grid 60
2 Preparing the individual inspection 72
3 A classroom check list 77
4 A classroom rating scale 79
5 Following up inspection 84
6 Identifying the costs of inspection 90
7 Adviser evaluation 106
8 Recording the pattern of discussion 126
9 Johari’s window 129
10 Assessment form for appointing an adviser 154
11 The knowledge and skills of the adviser 169
TABLES
1 Time spent by advisory teachers 30
ix

Foreword
Joan Dean’s books need little introduction to those interested in education
management at every level. This volume now joins in the Education
Management series Managing the Secondary School (1985) and Managing
the Primary School (1987), both originally published by Croom Helm but
now available under the Routledge imprint, and Special Needs in the
Secondary School (1989) published by Routledge. Like her other works,
this new book demonstrates a lifetime’s dedication to improving educational
standards coupled with a genuine understanding of the issues that face
teachers, advisers and administrators in the present decade.
I know of no other book which offers so much sound and practical advice
to those in the advisory service of LEAs. Teachers may feel themselves
challenged, even threatened, by change; advisers, inspectors and advisory
teachers are no less so. Their role is undergoing a radical reappraisal. As the
inspectorial functions demanded of advisers and inspectors by recent legislation
come increasingly to the fore, it is vital that schools continue to have access
to professional colleagues to whom they can turn for advice. If advisory
teams are to be able still to offer this service, then their skills have to be
honed and their time deployed to the best advantage. This book makes a
valuable contribution towards enabling them, in a climate of increasing
constraint, to function even more effectively than before. Since her retirement,
Joan Dean has added to her many years of experience as an adviser a wealth
of reading and practical research which illuminates this book.
This is not a book solely for advisers, inspectors and advisory teachers. It
deserves to be read by those in managerial roles in schools, by LEA
administrators who work alongside the advisory service and by those in
higher education who have a commitment to in-service training.
Cyril Poster
xi