THE FUNCTION OF SCHOOL MANAGEMENT SUPPORT IN ENGLISH LOCAL EDUCATIONAL ADMINISTRATION : THROUGH SIPS(SCHOOL IMPROVEMENT PARTNERS)(II. RESEARCH REPORTS)

Abstract

This study is intended to elucidate the function in local educational administration of management support. Two research themes are addressed here. First, to elucidate whether it is needed, also who provides what kind of support and how effective school improvement is on functionalists school management. The second is to elucidate personal specification and qualification necessary for personnel of support activities. I examine School Improvement Partners (SIPs) in England as an example. SIPs is a person who advises the headteacher and the school governing body about the school improvement from a specialised viewpoint. It was made mandatory for the purpose of SIPs raising the effect of characteristics and effectiveness of school improvement in 2006. Concrete activities are advised about the present conditions analysis of the school, goal setting, the setting of the priorities of the school improvement. SIPs is authorised by National College for School Leadership (NCSL). It's application requirements is to have been a headteacher or have worked as a consultant for more than at least two years. The personal specification pursued in SIPs prescribed by NCSL is comprised of analytical ability, skills of judgement, ICT skills, knowledge/experience/expertise, personal qualities/integrity/behaviour. The person authorised by SIPs makes is contracted by the local authorities and engages in duties five days in a year per each school. The training of the 4-day professional development is imposed on SIPs after authorisation. 15 people were placed as SIPs in Cambridgeshire from 2009. SIPs of Cambridgeshire clarify the priority in self-evaluation and the improvement of the school, and advise heateachers about the content and plans for effective changes. In Cambridgeshire, SIPs are called "critical professional friends" for the school. Regarding the importance of SIPs and related problems, it is significant that schools can work on improvement activities while receiving continuous support by an outside expert. Second, the unitary support systems are rigorously maintained for schools. Third, support systems for the school governing body and the local authorities are maintained. On the other hand, it is difficult to secure talented people and personnel training. Secondly, it means that activity contents are limited to the activity days. Thirdly, independence of the employment form is a problem. SIPs named (Cambridgeshire) are considered one of "conduit" the LA, and the communication with the LA and the school. They are considered "critical friends". The autonomous improvement of the school is promoted by personal specifications such as analytical abilities or judgement skills in addition to the function called the support and the pressure to the school management in England, and it is said that SIPs contributed to planning nationwide education level improvement. In this regard, the introduction of SIPs has been highly praised. In Japan, the expansion of the role of the support for the school management of supervisor is expected is expand in the future. I think that maintenance or qualification authorisation of the route to promote experts of management support for schools may examine the system design that I put in the field of vision. SIPs gives the suggestion about the system design of personal specification development the training and professional development.