The Headteachers Leadership and Management Programme (HEADLAMP) is a national scheme administered until recently, by the Teacher Training Agency (TTA). From September 2000, this programme will be managed by the newly created National College of School Leadership. The HEADLAMP programme is designed to support newly appointed headteachersin developingt heir leadershipa nd managemenst kills and abilities. The scheme camei nto operation on 1 September1 995 and headteachersa ppointedt o their first headship after I April 1995 are eligible for a grant of £2500 to enable them to take advantage of training with providers registered with the TTA. The first training provider registered was the National Associationo f Headteachers(N AHT) Partnershipw hich invited a number of leading universities, including Birmingham, to design and deliver a comprehensive programme of training. This research project focuses on evaluating the impact of the HEADLAMP programme as perceivedb y the sampleg roupo f fourteenh eadteacherOs.t hers ourceso f data,i ncludinga n interview with a senior administratorf rom the TTA, interviews with the headteachersc' hair of governors and the schools' Office for Standards in Education (OFSTED) reports were examined for evidence of impact together with their perspectives regarding such impact from the HEADLAMP programmeThe evaluation of the HEADLAMP programme is set in the wider context of how headship, leadership and government policy is defining leadership knowledge through a technical training of heads. I believe that this is a rather narrow and technicist preparation for headship and argue for preparation and development opportunities that encourage educational leadership. This thesis also offers some concepts for future research relating to providing preparation and developmental opportunities, for those in a position of leadership within our schools, that encouragese ducationall eadershipa nd suggestionsfo r a possiblee valuation strategyf or such opportunities

Notre question de départ émerge du discours des patients de leur famille et des soignants auxquels nous sommes confrontés dans notre clinique quotidienne,celle de la médecine palliative.Les mots “deuil”, “mort” et “traumatisme” se dévoilent sans que pour autant les sujets confrontés à un ou des drames de la fin de vie ne les articulent ; se contentant la plupart du temps de les déposer tel quel dans l’intensité de la situation vécue.Notre ambition a été de tenter de trouver une articulation, de venir interroger cet état de fait.Pour avancer, nous avons dans un premier temps voulu assumer l’héritage freudien et parcourir ce dernier avec cette question.Dans un second temps, nous avons posé le cadre de notre activité, le contexte de notre clinique qui se déroule principalement au domicile des patients entourés ou non de leurs proches, communément appelés “aidant” avec les soignants impliqués dans le soin et les traitements. Ce contexte posé, nous sommes venus interroger conceptuellement le sens de notre clinique inscrite dans l’héritage freudien. Dans la dernière partie de notre travail, nous nous sommes employés — après être revenus sur le paradigme psychanalytique et tenté de le penser dans la spécificité de notre activité professionnelle — à revenir sur ces discours qui nous étaient adressés par des sujets en souffrance. Revenir à ce discours, non pour l’opposer à des concepts, mais pour apporter un éclairage qui nous permis de remettre sur le métier l’ouvrage de la pensée freudienne mêlé au vécu dans l’actuel de la rencontre — chose impossible dans l’instant de la rencontre — la théorie nous est apparue comme un outil précieux qu’il nous a fallu ajuster, remanier à la lumière de l’enseignement des sujets qui sont venus nous confier une part intime et singulière de leur histoire.Nous espérons être parvenus à ne pas trop trahir cet "enseignement" qui est selon nous le plus précieux qui soit pour ne pas s’enfermer dans la commodité confortable de nos certitudes. Le prix à payer est le doute a posteriori, que nous avons tenté d’apprivoiser avec notre travail.Nous avons découvert que notre travail, bien loin de nous apporter des certitudes potentiellement espérées, s’est ouvert sur de nouvelles questions dont il nous faut aujourd’hui travailler et que nous travaillons dans notre clinique actuelle. / Our initial question comes from listening to patients, their families and nursing staff with whom we deal with in our daily clinic, the palliative medicine. Words such as “mourning”, “death” and “trauma” are revealed by patients, orthose affected by the end of life drama, without actually being acknowledged; most of the time they are verbalised casually, contradicting the intensity of the experienced situation. Our ambition was to try to locate and articulate the link between these words, and to analyse the reasons behind this situation.To make progress, first of all we used the Freudian legacy to examine this question. Secondly, we defined the framework of our activity and the environment of our clinic, which mostly takes place at patients’ homes – patients who are supported, or not, by family or close relatives commonly called “carers” – with nursing staff involved in care and treatment. Once this context was set, we conceptually questioned the meaning of our clinic within the Freudian legacy. In the last part of our work – after revisiting the psychoanalytic paradigm and trying to apply it to our specific professional activity – we endeavoured to comeback to the suffering patients’ conversations. The purpose was not to oppose this conversation to existing concepts, but to bring a new perspective. This, indeed,allowed us to constantly rework and improve the Freudian thinking by combining it with the patient’s life experience, from our appointments – this was impossible to do during the encounter itself. The theory turned out to be a valuable tool which we had to review and adjust in light of what we had learnt from these patients who confide in us a very personal and unique part of their story. We hoped not to distort these “lessons” too much, which are, according to us, the most precious asset that avoids locking us into the comfortable convenience of our certainties. Upon reflection we discovered that our work, instead of providing us with the anticipated certainties, ended up raising new questions, on which we are now working on in our current clinic.

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Interest measurement has been accepted in the field of education by educators, psychologists, and guidance counsellors. It is also being introduced in the occupational fields. Among the various interest tests that were published, the Strong Vooational Interest Blank and the Kuder Preference Record are most commonly used. [...]

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The purpose of this study was to examine the interview processes and techniques used in selected Indiana school corporations. More specifically, answers were sought to these questions:1. How are interviews presently conducted in selected Indiana school corporations to obtain pertinent information needed to select the most competent candidate for each position?2. How can interviews be conducted so that applicants can relate personal philosophy, preparation, and abilities in greater depth than the usual written confidential papers provide?3. What kinds of questions are asked the candidate which lead to information needed in making decisions for employment of teachers?4. How confident do personnel administrators feel when making judgments concerning the employment of potential teacher candidates?A questionnaire was developed to obtain information on the processes and techniques used by personnel administrators when interviewing teacher candidates. The study waslimited to school corporations having an administrator who spends half time or more in supervision and administering the personnel programs. The study was further limited tosixteen school corporations identified by Dr. Robert Cowan in his 1967 "Study of Personnel Administrators in Selected Indiana School Corporations."Questionnaire results from the sixteen selected personnel administrators were recorded in table form. Review of data led to the following conclusions:The initial teacher candidate interviews, in selected Indiana school corporations, were conducted by administrators with experience in supervising the personnel program. Personnel administrators generally spend at least thirty minutes in the initial teacher candidate interview. In addition, the optimum upper limit on the number of teacher candidates to be interviewed in succession would appear to be no more than four candidates.Personnel administrators indicated that the interviewee should do most of the talking during the initial teacher candidate interview. In an effort to achieve this objective, most administrators use a warm and friendly approach during the interview. Even if the interviewer is successful in putting the candidate at ease during the interview, no real depth of conversation can be achieved unless the setting allows freedom from outside interruptions.The director of personnel should be able to ask questions of the interviewee which reveal answers to questions that the applicant might not reveal in any other manner. More specifically, questions which solicit narrative answers would appear to be an effective method for obtaining information necessary to make intelligent employment decisions.Personnel administrators appear to be, at least moderately confident concerning personal ability to assess selected indicators of teacher competency. However, the administrators place greatest confidence in personal ability to judge personality, sense of humor, friendliness, enthusiasm, poise, and self-confidence.

The purpose of this study was to clarify the thoughts of five population groups concerning the selection and evaluation of a secondary school principal, in Indiana. The following four questions were used as a basis for the study.1. Is there a difference of opinion between what the superintendent and the school board members look for in an applicant's credentials, and the qualifications a teacher perceives as necessary for the position of principal?2. Is there a clear-cut pattern of undergraduate majors among the group of principals?3. Do the five population groups studied agree or disagree concerning what is important when evaluating a principal?4. Is there a difference of opinion regarding the principals most important function as seen by the five groups questioned?The randomly selected participants, which included students, teachers, principals, superintendents, and school board members, were chosen from the eight counties in East Central Indiana as follows: Blackford, Delaware, Grant, Henry, Jay, Madison, Randolph, and Wayne.The study was conducted entirely by mail. The potential school board members, superintendents, and principals were asked to take part in the study. In addition,, principals were asked to select a teacher and a student who would be representative of the faculty and student body.At this point, pre-tested questionnaires were sent out to each of the five populations. No attempt was made to identify the individual respondents; however, the questionnaires were separated into one of five responding categories. First, answers to questions were compared within the various occupational categories to determine if a consensus of opinion existed among those persons within that group. For example, do the school board members agree on items which are important in selecting a principal. Second, the responses were compared between groups. For example, do teachers and superintendents agree or disagree on those items of importance in principal evaluation.In order that a comparison could be made, the multiple-choice answers were assigned a numerical value of one-to-four. Questions having mean scores of one were considered very important in the selection or evaluation process.All five populations participated in principal evaluation, but the student category was not asked to answer questions on principal selection. After all mean scores were figured, a composite, using all categories, was developed using the most important and least important items in principal selection as seen by all responding groups. The same procedure was used to develop a composite for principal evaluation.Items which were seen as important in the selection of a principal are given in the paragraphs which follow. Respondents rated the applicant's willingness to work with assistants and other subordinates now in the system as extremely important when selecting a principal. Also receiving a high rating was the applicant's awareness of current educational trends and ideas.Sincerity and a pleasing personality received high marks, as did an understanding of community problems. Completion of a one-year principal internship program received a 1.4 composite score, as did the applicant's ability to emphasize a total school program. A mean score of 1.5 was given to the applicant's plans and steps for improving the school.The paragraphs which follow summarize those points that are considered to be of least importance when selecting a principal.Being a native of the city was definitely not considered important in a principal's selection. In addition, two rather unrelated items, being interested in advancement beyond the principalship, and having previous experience as a coach received a low rating of (3.9). The marital status of the applicant seemed to be of little concern with a composite mean score of (3.3).Four items received equally low scores of 3.2, they are as follows: The applicant's position on the salary scale was not important. Is the applicant presently an assistant in the system? Has the applicant written articles for professional journals?Has the candidate been a member of a teacher union?Findings concerning the question of principal evaluation follow.A principal is expected to know his job and have the confidence and respect of his subordinates. He should be a self-starter who is able to complete his work with a minimum of supervision. The principal must have an interest in the student body. He is expected to have a friendly, well-informed office staff.The principal is expected to keep conversations confidential while being firm and fair in his decisions. He should have a positive attitude. Finally, he should encourage his teachers to continue educational growth beyond the minimum requirements needed for the job.Those items which were not considered of significance in evaluating a principal included: dressing in the latest styles, and holding each of the departmental budgets to the same amount as was spent the previous year.Two points were clearly important to those questioned with regard to principal selection. First, an applicant should have demonstrated his leadership ability. Second, he should have a well-rounded personality which can help in working with various groups he will meet as a school principal.No definite pattern of undergraduate major appears to have existed in this study; however, it is interesting to examine the high percentage of principals having either a social studies or physical education background.The educational leadership, skill in public relations, coordination of school activities, and reception to new ideas were all considered important in principal evaluation. Finally, all groups placed performance in meeting requirements of the job high on the list of priorities for a principal.