Shifting views: target setting, professional development and whole school improvement in one special school

Abstract

This study reports on a programme of professional development in a single context; the development of National Curriculum core subject expertise amongst staff in a large all age special school. Links between professional development and whole school development are explored and some of the tensions found within the case study school are described. The importance of institutional history as a factor in school development is stressed. It is argued that any target setting process needs to take account of an organisation's history and that target setting within the sphere of professional development is likely to be complicated by the possibility of conflicts between national, institutional and individual agendas. It is suggested that ultimately the process of professional development may, in itself, further complicate institutional target setting as individual members of staff develop and articulate their own values.