Managing External Relations in Schools: A Practical Guide by N. Foskett PDF

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The relative power of coalitions depends on their size and composition. Groups including several senior staff are most likely to prevail. In political models, relations between schools and their environments are portrayed as unstable and ambiguous. Stress is placed on the different goals of various external groups. They may link with internal interest groups to press sectional claims, perhaps for more resources. The governing body may be one setting for such conflict. Headteachers may be able to influence decision-making by engaging in political activity.

In a very short time, and in embryonic form, a network has developed to provide schools across the country with current information. The areas identified for development arose out of the first year’s investigations, and were requested by staff in schools. Good practice is being shared within and across LEAs. It is arguable that the task force, and the more neutral role of regional co-ordinators, has acted as the necessary catalyst to get development work activated. The limited funding of £60,000 over two years for each consortium would not have been a sufficient attraction in itself.

It constantly reviews how the external influences and controls are changing, and reconsiders the plan’s objectives. In most schools, as evidenced in many of the following chapters, the process is only ad hoc and reactive, however. There would seem to be a need for the evaluation process to be a key role of the External Relations Committee, which will need to monitor three aspects of the process: the management of the implementation phase; the quality of the products of the programme; and the effectiveness of the programme in achieving its stated aims and objectives.

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