Abstract; Leadership; A misunderstood concept
Theories of leadership and management are as complex (Curral, Marques-Quinteiro, Gomes & Lind, 2016) and numerous as the individuals (Vaughan & Turner) they seek to define and are at best poorly understood, (Batistic et al, 2017) ideas from business, psychology, and medicine are helpful, however, knowledge of individual strengths(Brandt & Edinger 2015) is imperative to understanding the nature of the leadership of Science and Maths in the Special School. A unique beast; (Garner & Forbes, 2013 Ekins, 2015) the current research attempts to wade through the challenges that are specific to these subjects in the Special secondary school. (Ainscow, Dyson, Goldrick & West, 2012). Drawing on journals (Walker. 2007), attempting to tell the ‘story’ written by four colleagues working in a Special school, along with a diagnostic test (360° Leadership Review | Best Practice Network, 2018) of one participant to draw conclusions on individual strengths
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Within this context, the structure of the school is governed by a ‘Trust’ as part of a wider ‘Academy’. Within this ‘paradigm’, the school is governed by a governing body, on a day-to-day basis, the leadership structure comprises the Principal (Headteacher), a Deputy Principal and an Assistant Principal. The ‘middle leaders’ (Higton et al 2017) below this is comprised of ‘subject leaders’ who are in command of their subject areas and staff, as well as having initial responsibility for pupil progress in each given subject. The leadership structure is further complicated by a historic link with the Further Education department, who have historically shared leaders and titles, the Principal for example, is also ‘Executive Principal’ over the FE (Further Education) site. The context described is also an 11-16 provision, with two ‘age retained’ pupils, one at each end of the