What'S Worth Fighting For In Headship?
What'S Worth Fighting For In Headship?

Author: Fullan, Michael

Publisher: McGraw-Hill Education (UK)

Published: 2008-09-01

Total Pages: 81

ISBN-13: 0335235387

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In the exciting new edition of this bestselling book, Michael Fullan looks at how much has changed in the world of headship and school improvement in recent decades, and offers key guidelines for being a successful head teacher in the 21st century. Policymakers and school reformers have increasingly pointed to the headteacher as the most important agent for change in our schools. The first edition argued that there was little point waiting for the system to improve, and urged headteachers to take charge and to assume that on any given day the system may not know what it is doing. Since then the situation has become even more complex. The good news is that finally the role of head teacher is being recognized by politicians and policymakers as key, but the bad news is that they are overloaded with initiatives and expectations that serve only to fetter deep action. The irony is that as the head teacher is elevated as critical to success, the headship is sinking - overloaded and pulled down at the same time. In this completely rewritten and updated new edition, Fullan furnishes six action guidelines for heads, and six for systems to enable them to make dramatic improvements in schools. He seeks a way out of the current dilemma, helping incumbent and would-be head teachers in leveraging action that will positively change the system in both small and large ways.

Educational Management
Educational Management

Author: Harry Tomlinson

Publisher: Routledge

Published: 2013-10-30

Total Pages: 1812

ISBN-13: 1136935835

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Education management and leadership is a key area of study in education. Educational Management: Major Themes in Education brings together the most important literature in the field, exploring the historical context, the training and development of leaders and their roles in leading people and managing resources in education. The collection provides a focus on the major issues which are current in educational management throughout the world. The four volumes are arranged thematically, as follows: Volume 1: Educational Values Values and Religion Emotions and Gender Politics and Micropolitics Volume 2: Educational Theory Theory School of Effectiveness and School Improvement Financial Management and LSM Further Education Volume 3: Educational Leadership Leadership and Headteachers Learning Leadership Middle Leadership Volume 4: Educational Change History and Research Strategy, Marketing, Change and Culture A new introduction by the editor provides an overview of the field and guides the reader through this wealth of material. Titles also available in this series include, Literacy (June 2004, 4 Volumes, £495), Special Educational Needs and Inclusive Education (August 2004, 4 Volumes, £495) and the forthcoming Early Years Education (2005, c.4 Volumes, c. £475)

About Our Schools
About Our Schools

Author: Mick Waters

Publisher: Crown House Publishing Ltd

Published: 2022-01-05

Total Pages: 411

ISBN-13: 178583603X

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Foreword by Danny Dorling. Through revealing and forthright interviews with 14 secretaries of state from Kenneth Baker to Michael Gove and Gavin Williamson, together with many other leading figures in education Tim Brighouse and Mick Waters provide fascinating insights into the various evolutions and revolutions that have taken place in English state education since 1976. In so doing they highlight key areas for improvement and assess where we should go from here to enable teachers and schools to improve the learning and broaden the horizons of each and every one of their pupils whatever their talents, challenges, advantages or problems. Tim and Mick have both spent a lifetime in state-provided education first as pupils, then as teachers, and finally in various leadership and policy-making positions, both in and out of schools. About Our Schools is born out of their shared love for education and their appreciation of how schooling can be a transformative element in the lives of children and young people. All royalties from sales of this book will be donated to Barnardo's and the Compassionate Education Foundation.

Improvement Through Inspection?
Improvement Through Inspection?

Author: Peter Earley

Publisher: Routledge

Published: 2017-09-29

Total Pages: 213

ISBN-13: 1351381768

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Originally published in 1996, the title of this book poses the question whether the motto of the Office for Standards in Education was an apt statement of its effects in practice. Beginning with the state of knowledge about OFSTED’s early impact, the Editors review the range of complementary approaches to school improvement – most of them driven by the schools themselves – that were in operation, alongside the OFSTED system of inspection at the time. The major part of the book is taken up with the main ‘quality initiatives’ that were at work in primary and secondary schools – including Investors in People, Deming, TQM, partnerships, professional competence, strategic planning and effective governorship. Each chapter examines critically – sometimes with the aid of case studies of good practice – the benefits such approaches might bring to schools in their attempts to raise standards. The book is a companion to OFSTED Inspections: The Early Experience by the same Editors, published and reissued simultaneously.

Crisis in the Primary Classroom
Crisis in the Primary Classroom

Author: Maurice Galton

Publisher: Routledge

Published: 2021-12-24

Total Pages: 166

ISBN-13: 1000519759

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First published in 1995, Crisis in the Primary Classroom redefines the crisis plaguing primary classrooms by challenging many of the educational and political orthodoxies of the nineties. The book is set during a particular period in the nineties when primary education was under attack from the Government and sections of the media, with accusations that reading standards had fallen, the National Curriculum was not being taught well and training colleges had failed to produce sufficient teachers of quality. In response to these concerns, the Government commissioned a report, which presented a series of solutions. Maurice Galton argues that the report failed to identify the root causes of the problems facing primary schools. He examines critically whether the National Curriculum was necessary, and whether teaching methods and classroom organization really needed to be changed radically. He also addresses the issue of quality among teachers, suggesting ways in which this might be developed. Crisis in the Primary Classroom deserves to be read by all concerned with the planning, administration and practice of primary education. Teachers will be encouraged by the message that methods found to be successful in the past must be accommodated in new patterns of organization and classroom practice.

Becoming a Secondary Head Teacher
Becoming a Secondary Head Teacher

Author: Julia Evetts

Publisher: A&C Black

Published: 1994-01-01

Total Pages: 145

ISBN-13: 0304326704

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This is an examination of the processes and procedures involved in developing a career in teaching and becoming a secondary headteacher in England. Looking at the experiences of a group of secondary headteachers in two local education authorities, the author compares how career structures match up to actual experiences of promotion. She explores gender differences in experiences of headship and considers how changes in education in the UK have affected headteacher careers. She argues that teachers can take positive action in their careers to work against the constraints inherent in the system.

Managing Resources for School Improvement
Managing Resources for School Improvement

Author: Jane Martin

Publisher: Routledge

Published: 2002-11-01

Total Pages: 362

ISBN-13: 1134794673

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Using case studies from eighteen secondary schools the authors analyse the effectiveness of a range of management styles and offer practical advice on how to effectively manage resources within a school setting.

International Handbook On The Continuing Professional Development Of Teachers
International Handbook On The Continuing Professional Development Of Teachers

Author: Day, Christopher

Publisher: McGraw-Hill Education (UK)

Published: 2005-12-01

Total Pages: 336

ISBN-13: 0335220258

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"Christopher Day and Judyth Sachs have done a remarkable job of pulling together an outstanding collection of essays on professional development that reflect its stunning diversity in different regions around the world. They have done for readers what no one else has accomplished in nearly a quarter century: Combine in a single volume a clear and concise description of professional development's past, present, and projected future internationally." Thomas R. Guskey, University of Kentucky. "an engaging text through out and can be dipped in to or read from beginning to end... The editors and authors of this book have done a great service to teachers and professional development educators worldwide" Journal of Inservice Education This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: A review of current CPD literature Discussion of the politics, policies and purposes of CPD Case studies from Europe, USA, Australia, Asia, Africa and South America A synthesis of research and future research possibilities The book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems. Contributors: Beatrice Avalos, Ray Bolam, Pam Christie, Marion Dadds, Christopher Day, John Elliott, Susan Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon, Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran Sugrue, David Tripp

Developing School Leaders
Developing School Leaders

Author: Mark Brundrett

Publisher: Routledge

Published: 2012-08-06

Total Pages: 210

ISBN-13: 1134077386

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Many countries face a crisis in recruitment to the most senior positions in schools at a time when arguments rage about the best way to develop our school leaders. Focusing on leadership development in ten diverse cultural contexts, this book brings together some of the most senior commentators in the field of educational leadership development to provide a global perspective on leadership development programmes and practices. The rise of leadership development programmes has presented opportunities for some and challenges for others. These challenges are both practical and conceptual and relate to a series of questions that are unpacked in the book including: What is the appropriate balance between the academic and the practical in leadership programmes? Should provision be located in higher education institutions, in other government sponsored organizations or commissioned from the private sector? Are models of leadership studies derived from the business and industry relevant to schools? How can research into impact inform leadership development policy and strategy? Should programmes be integrated into higher degree provision or should new and innovative forms of accreditation be developed? This book should be fascinating reading for all those engaged in educational research and teaching, and working, in educational leadership.

Teacher Empowerment Toward Professional Development and Practices
Teacher Empowerment Toward Professional Development and Practices

Author: Ismail Hussein Amzat

Publisher: Springer

Published: 2017-04-22

Total Pages: 308

ISBN-13: 9811041512

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This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized. Further, it strives to capture teachers’ readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students’ learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers’ autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.