‘To be responsible for English means we have the opportunity to influence the whole curriculum and the whole of children’s learning and this makes it exciting.’ (Waters and Martin 1999:5) Waters and Martin reiterate the importance of the SL’s role, expressing the fact that it not only effects English as a stand alone subject, but has a wider effect on the whole curriculum. The TTA (1) recognises the importance of the SL’s role in every area across the curriculum and have developed a set of standards (see Appendix 2) for leaders to follow. These areas include planning, monitoring, assessing and supporting. Appropriate planning within the subject is vital in order to ensure effective teaching. The SL must support and guide teachers’ in their planning and offer feedback and guidance when monitoring weekly and medium term plans. It is important for the SL to scrutinise every teacher’s planning in order to build on their development policy.
To ensure effective planning, efficient monitoring needs to be implemented in order to support development. Caddy explains that ‘monitoring is a process, which enables us to keep English ‘on track’ and which triggers new development.’ (Caddy in Duncan et al 2002:104) It is important that the SL uses a range of strategies when monitoring in order to gain a thorough insight into the progress of the subject. From conducting an interview with the SL in my placement school, she explained a range of strategies that she followed when monitoring. Amongst these were observing literacy lessons, looking at planning and filling in feedback sheets for the teachers’, discussing ideas, and setting achievable targets to improve the teaching of literacy, if needed.
Through monitoring, the SL needs to assess or evaluate in order to improve and develop the teaching within the subject. It is important to realise that ‘English should be exciting’ (Caddy in Duncan et al 2002:104) and through evaluation of the monitoring, the SL’s role is to implement new ideas. Evaluating is a major aspect of the SL’s role as it enables weaknesses within the subject to come to light. This then gives the SL a foundation to set targets upon, and also highlights the strengths that are already being displayed within the current teaching of the subject.
Planning, Monitoring and assessing are the major aspects of the SL’s role. However, to ‘work as part of a team... enthusiasm... provide a role model... and dealing sensitively with people’ (1) are key traits that make someone a successful subject leader. The scope of the SL’s role is demanding and challenging but it is important to remember that the ‘central function of the English co-ordinator is to ensure that all pupils realise their full potential...’ (Merchant and Marsh 1998:19).
Word Count: 552
