One of the teaching principals believes that he have many options in a doesn’t small school, are totally dependent on the other co-operation” “you person’s (P11/54). He empowers, he attempts to people he “bring along” (P11/106), claims that he encourage them all the (ibid), he works to build “would time” consensus. He suggests in a small school is easier to achieve, mind “consensus you if you achieve it you are in right However despite don’t trouble” (P11/100). successful consensus building and real empowerment he has a remaining challenge in the area of ICT in which he excels himself, difficulty is trying to “my bring any of the other staff along because none of them is interested in ICT” (P11/214). Empowerment and giving people opportunities assist in building trust and relationships. P6 recalls a teacher much a maverick with “very incredible ability” (P6/80). He and his deputy principal encouraged her to attend training as part of the He was very pleased with the result, just ‘Incredible Years’ programme”. “she adapted everything and merged it to form the basis of an incredibly successful … literacy (ibid). The teacher concerned acknowledges that the success programme” was a consequence of the freedom she was given. As well as building trust and relationships P4 suggests that empowerment with greater levels of participation by staff will enhance the decision-making process and that a far greater “there’s likelihood that key goals or decisions are going to be one’s implemented” (P4/56). P5 is concerned that while commendable work is done in schools there a isn’t mechanism for sharing this, she intends to be proactive in this area; she believes that have a moral duty that good practice is “principals ...[to ensure]… disseminated and a form of inter school empowerment. The shared” (P5/72), means for spreading the messages from this section is CPD; P6 you agrees “when expose [people] to professional development you are … facilitating education” (P6/124). We will turn our attention to the issue of CPD now.
One of the teaching principals believes that he doesn’t have many options in a small school, “you are totally dependent on the other person’s co-operation” (P11/54). He empowers, he attempts to “bring people along” (P11/106), he claims that he “would encourage them all the time” (ibid), he works to build consensus. He suggests “consensus in a small school is easier to achieve, mind you if you don’t achieve it you are in right trouble” (P11/100). However despite successful consensus building and real empowerment he has a remaining challenge in the area of ICT in which he excels himself, “my difficulty is trying to bring any of the other staff along because none of them is interested in ICT” (P11/214). Empowerment and giving people opportunities assist in building trust and relationships. P6 recalls a teacher “very much a maverick with incredible ability” (P6/80). He and his deputy principal encouraged her to attend training as part of the ‘Incredible Years’ programme”. He was very pleased with the result, “she just adapted everything … and merged it to form the basis of an incredibly successful literacy programme” (ibid). The teacher concerned acknowledges that the success was a consequence of the freedom she was given. As well as building trust and relationships P4 suggests that empowerment with greater levels of participation by staff will enhance the decision-making process and that “there’s a far greater likelihood that one’s key goals or decisions are going to be implemented” (P4/56). P5 is concerned that while commendable work is done in schools there isn’t a mechanism for sharing this, she intends to be proactive in this area; she believes that “principals have a moral duty ...[to ensure]… that good practice is disseminated and shared” (P5/72), a form of inter school empowerment. The means for spreading the messages from this section is CPD; P6 agrees “when you expose [people] to professional development … you are facilitating education” (P6/124). We will turn our attention to the issue of CPD now.