2. Professional Obligations of a Head Teacher

5.  Similarity (after research and discussion)  Total Teachers  Purpose  Person  Context  Culture  Applied to Total Head Teachers who try to create a Total School

6. PERSON VISION & PURPOSE ACTION

7. Cranston, Ethical Dilemmas

8. Forces Public Interest Professional Ethics Community Political Framework Legalities Economics and Finance Global context Institutional context Organisational Contex Cranston, Ethical Dilemmas

10. MORAL PROCESSES SOCIAL / POLITICAL SKILLS VALUES COLLEGIALITY NATURE PRD / CPD PURPOSE

11. WILL INTELLECTUAL FACULTIES EMOTION / BILLNISM (– Ex?) SOCIAL / POLITICAL  Man is essentially, or by nature, a "social animal", that is to say, he cannot attain complete happiness except in social and political dependence on his fellow man. Aristotle  We need to declare our educational goals and demonstrate how a particular technology (action) can help us achieve them: Help students become certain kind of adults Help students understand the major ways of thinking that have developed in the disciplines Gardner

12. HEAD TEACHERS pupils…. TEACHERS….. HEAD TEACHERS…… should Be authentic. Transcend their cultural conditioning and become world citizens. Find their vocation and right mate. Know that life is precious. Be good and joyous in all kinds of situations. Learn from their inner nature. See that basic needs are satisfied. Refreshen their consciousness; appreciate beauty and other good things in life. Understand that controls are good, and complete abandon is bad. Transcend trifling problems Grapple with serious problems such as injustice, pain suffering and death Be good choosers and be given practice in making choices

13. Wholeness/Unity/OnenessPerfection/Just-so-nessCompletion/Finality/EndingJustice/FairnessAliveness/Full-FunctioningRichness/IntricacySimplicity/Essential/HonestyBeauty/Form/RichnessGoodness/OughtnessUniqueness/Idiosyncrasy/NoveltyEffortlessness/Ease/PerfectPlayfulness/Joy/HumorTruth/Reality/Beauty/PureSelf-Sufficiency/Independence Values Values reflect one's judgment as to what is important in life. Maslow described what values were important in defining one's Being and he called them B Values. These B Values were used to describe self actualization.

14. DEPENDENCE | INDEPENDENCE | INTERDEPENDENCE

15. ARISTOTLETHOMAS AQUINAS RESTORATIVE SCHOOL CAMPBELL ET AL (Gold)NOLAN – PUBLIC LIFE Bravery Temperance Generosity Magnificence Magnanimity Mildness Social friendliness Social truthfulness Wit ---- Scientific knowledge Craft knowledge Intelligence Understanding Wisdom Good deliberation Comprehension Consideration Justice Strength Temperance ----- Art Prudence Intelligence Science Wisdom ----- Faith Hope Charity Participation Respect Honesty Humility Interconnectedness Accountability Empowerment Hope High expectations Self esteem Empowerment Social Inclusion Diversity Equality of Opportunity Sharing of values Partnership Selflessness Integrity Objectivity Accountability Openness Honesty Leadership GOSPEL VALUES justicehope truthcharity a commitment to communityreverence faitha sense of wonder servicedignity servant leadershipendurance forgivenesscompassion peacejoy

16. Curriculum for Excellence Wisdom Compassion Integrity Justice -Support -Achieve potential -High aspirations -Value achievements -Rights and responsibilities of all -Appreciation of diversity -Tolerance -Care -Respect -Knowledge -Understanding -Consideration -Commitment -Ethical action -Confidence -Contribution to society Standard for Headship -Shared vision -Inspiration -Motivation -Partnership building -Integrity -Ethical -Participation -Inclusion -Enterprise -Democracy -Respect -Citizenship -Commitment -Learning

19.  Winds of change ANTITHESIS OF GOOD LEADERSHIP

20. PERSON VISION & PURPOSE ACTION

21. Key Obligations  Meeting the needs of staff and pupils  Educating the whole person  Adhering to legal requirements If only it were that simple!!!

22. The Stakeholders  LEA Rules and regulations adhered to Initiatives implemented Timely return of paperwork HT Must be introspective Leading learner

23. The Stakeholders  Staff Support with discipline Resources & finance in place CPD to allow development  Pupils Accessible curriculum Achieve the four capacities Support for all

24. The Stakeholders  Parents Safety & well-being Consistent discipline Better behaviour, Better learning  External Agencies Integral part of school Involved in day to day workings