Educational administration and organization Books

Book SynopsisA practical and simple tool that helps parents find questions to ask and a way to connect with their children day after day.We''ve all been there: The kids come home from school tired and distracted, and we try to connect with them by asking the same questions day after day. Well, this book will help you find the right questions to connect with your child today and every day.How was school? What did you learn today? Did you have fun? If we are lucky, we might get a little more than Fine or It was good in return. Maybe we''re asking the wrong questions. The good news is that this book will help you find the right questions to connect with your child every day. Stop Asking How Was Your Day? is an invaluable tool that can be used again and again. Easy to flip through while waiting in the pickup lane outside school or before sitting down to dinner, this book provides diverse and open-ended questions for parents of schoolchildren of all ages and walks of life.

Read more less

Book SynopsisThe Chicago Teachers Union strike was the most important domestic labor struggle so far this century-and perhaps for the last forty years-and the strongest challenge to the conservative agenda for restructuring education, which advocates for more charter schools and tying teacher salaries to standardized testing, among other changes.The teachers took on the bipartisan, free market school reform agenda that is currently exacerbating inequality in education and waging war on teachers' livelihoods. In the age of austerity, when the public sector is under attack, Chicago teachers fought back-and won. The strike was years in the making. Chicago teachers spent a long time building a grassroots movement to educate and organize the entire union membership. They stood up against hostile mayors, billionaire-backed reformers out to destroy unions, and even their own intransigent union leadership, to take militant action. The Chicago protest has become a model for how reforms to the school system can be led by teachers and communities. It offers inspiration for workers looking to create democratic, fighting unions. Strike for America is the story of this movement and how it triumphed in the defining struggle for workers today.Trade ReviewIn this pithy and accessible book the author provides a passionate, well-researched and highly engaging account of the 2012 Chicago teachers strike. -- Peter Brogan * Labour/Le Travail *

Read more less

Book SynopsisIn the midst of a recruitment crisis and a massive exodus of teachers from our schools, now is the time for some joined-up thinking about teacher well-being and mental health. Filled with insightful advice and practical strategies, Peter Radford's Love Teaching, Keep Teaching invites educators to think differently about the way education is 'done' and shows them how they can keep doing the job they love without sacrificing their health and well-being. Furthermore, he paints a picture of a truly 'healthy school' as being one in which the value of each staff member and student is fundamental to everything they do and shapes the way they do it. Peter also offers a fresh perspective on school leadership, encouraging leaders to rethink common practices and to explore the rewards and benefits of employing a people-focused approach both in the staffroom and across the school. Suitable for teachers and school leaders in both primary and secondary settings.

Read more less

Book SynopsisCreated by James Mannion, Louise Stoll, Karen Spence-Thomas and Greg Ross,Activateis a card-based professional learning resource that aims to improve pupils' experiences and outcomes by promoting self-regulated learning among leaders, teachers and pupils.Trade ReviewThis resource is a major step towards a psychologically literate education: one that understands what goes on in learners' minds, what personal beliefs and classroom practices get in the way of their learning, and what smart mind hacks can unleash and augment their learning power. These teaching methods will turn out learners who get better results, but, more than that, they will be better prepared for a long learning life. Exceptionally clearly written and presented, based in robust cognitive science, Activate is really, really, really, really useful and practical. Use the materials, follow what it says on the tin, and a 21st century school worthy of the name can be yours for the asking.Guy ClaxtonWhat a wonderful and timely resource this is! Around the world, there is growing interest in, and understanding of, the importance of agency in powering up our young people's learning. This unique resource makes such an important contribution to global efforts to educate young people in a way that not only enhances their agency at school but builds the capacity to participate successfully in a life of learning beyond school. The cards offer so many possibilities for rich, transformative conversations! This practical resource will help make the sometimes daunting concepts of self-regulation, metacognition and self-efficacy better understood by educators and equip them with some really effective strategies for engaging with students and colleagues alike. I can't wait to use Activate in my own work in schools.Kath MurdochHere's a resource which imaginative and committed school and college leaders will grab as a way of improving the quality of what goes on among teachers and pupils in classrooms, departments and more widely. After all, metacognition and self-regulated learning represent the El Dorado of educators - to be able to identify accurately for yourself where you need to improve and have sufficient control of your behaviour and environment to do it would be the ideal outcome for us all - and a huge benefit to a heathy society if it could be done at scale. This resource could help. Every school and college needs a copy, but they will also need leaders who commit to its thoughtful implementation. It's particularly suited to a multi-academy trust since they will have the resource to enable hands-on coaching, which will be the ideal way of making sure it isn't one of those many good ideas which founder for lack of commitment from leaders.Tim BrighouseHere's a resource which will help teachers think again about their own classroom practice. Cleverly structured, it guides teachers through consideration of how they could refine and transform their approach, in doing so solving some of those long-standing challenges and improving outcomes for pupils ... all in dialogue with colleagues. Brilliant professional learning in action!Mick WatersI love Activate! It combines powerful research with practical activities. This is a wonderful set of resources from which anyone facilitating professional learning can draw. The cards simplify, clarify and deepen understanding, building community and confidence in the process as they demystify self-regulation and metacognition.Bill LucasA modern education should cultivate learners who are able to learn on their own - in school and throughout their lives. Yet it's one thing to espouse the goal of self-directed learning and another to provide the means of achieving this goal. Activate does this by offering a comprehensive approach to teaching and reinforcing the cognitive, metacognitive and dispositional skills needed for independent learning. While its recommended practices are grounded in research, Activate brings theory to life through a comprehensive set of practical tools in the form of strategy cards that serve both teachers and learners. I recommend this resource to educators and parents who seek to develop self-directed learners.Jay McTighe

Read more less

Book SynopsisThis volume explores an expansive array of organizational imaginaries, or conceptions of organizational possibilities, with a focus on collectivist-democratic organizations, to showcase how organizations can ultimately support and serve broader communities.

Read more less

Book SynopsisThis book provides a clearly written, wide-ranging overview of current key issues and challenges arising from the implementation of more inclusive policies and provision in education in this country and internationally. The author sets policies for inclusive schools in the broader contexts of current policies which aim to reduce poverty and social exclusion, and the wider global background of the United Nations drive to promote 'Education for All'. The book draws a distinction between integration and inclusion and provides a critical analysis of the government's Program of Action and the revised National Curriculum and their implications for schools, pupils and families.Table of ContentsChapter 1 From Exclusion To Inclusion; Chapter 2 Global Dimensions; Chapter 3 Early Years; Chapter 4 Social Exclusion; Chapter 5 Can Schools Prevent Learning Difficulties?; Chapter 6 Towards Inclusive Policies; Chapter 7 Curriculum and Assessment; Chapter 8 Towards Inclusive Practice; Chapter 9 Preparing all Teachers to Teach all Pupils; Chapter 10 Parents and Teachers; Chapter 11 Into the Future: Tensions and Dilemmas AbbreviationsReferencesIndex;

Read more less

Book SynopsisA selection of essays from leading educationalists and school leaders with a track record of improving outcomes for children and young people with additional needs, highlighting the significant role that school leaders play in shaping effective practice in SEND. Based on the SEND Review Guide, a national self-evaluation framework part-funded by the DfE and authored by David Bartram and Vijita Patel, downloaded by over 3000 schools, the book is divided into eight sections: Leadership; Teaching and Learning; Working with Pupils and Parents; Identification and Assessment; Monitoring and Tracking; Efficient Use of Resources; Developing Provision; Improving OutcomesEach section includes 3-4 essays. The opening essays offer a broad national perspective on the focus area, authored by a leading educationalist. The following essays, authored by school leaders from a range of educational settings including secondary, primary and special schools, highlight practical examples of how they have improved outcomes for this group of pupils, often in particularly challenging contexts. There will be a strong focus on impact of the approach.

Read more less

Book SynopsisSchools that want to be world class are now paying attention to the findings from neuroscience and psychology that tell us we can build better brains. They are changing their mindset, expecting success for far more students and no longer being constrained by ideas of genetic potential. High Performance Learning provides readers with a ground-breaking and approachable model for achieving high levels of academic performance for all students and schools. It takes what is known about how people reach advanced cognitive performance and translates it into a practical and user-friendly framework, which can be used with all students to systematically build the cognitive thinking skills and learner behaviours that will deliver success in school, in the workplace and in later life. Flexible and adaptable, High Performance Learning can be used in any context, with any curriculum and at any age. It does not require separate lessons but rather becomes the underpinning pedagogy of tTrade Review"The High-Performance Learning approach focuses on ensuring that every child gets consistently good instruction and support to achieve both soft skills and knowledge at a high level [...]Governors would find this book a useful structure to think about the 'character' of the school they want as part of a full review or strategy discussion." - Carol Long, Governing MattersTable of ContentsPreface 1. Creating World Class Schools 2. The High Performance Learning Environment 3. The High Performance Learning Framework 4. The Advanced Cognitive Performance Characteristics (ACPs) 5. The Values, Attitudes and Attributes (VAAs) 6. Creating and Leading a High Performance Learning School 7. The Role of Parents, Universities and Employers Appendix i. Becoming a world class school rubric Appendix ii. Advanced Cognitive Performance Characteristics (ACPS) chart Appendix iii. Advanced Cognitive Performance Characteristics (ACPS) progression grid Appendix iv. Values Attitudes and Attributes (VAAs) Appendix v. Values Attitudes and Attributes (VAAs) progression grid Index

Read more less

Book SynopsisThe Only College Guide You'll Ever NeedFind Meaning, Growth, and Joy in Your College JourneyThe Complete U is a supportive, real-world guide to thriving in collegeacademically, socially, and emotionally. With warmth, humor, and deep insight, Dr. Deborah J. Cohan delivers over 100 empowering lessons to help students navigate every aspect of campus life.The Complete U is your empowering, honest, and compassionate guide to navigating every step of the college experience. With over 100 lessons from sociologist and beloved professor Dr. Deborah J. Cohan, this transformative book offers the wisdom, support, and practical strategies every student needs to succeed in and beyond the classroom.Whether youre a first-year student or preparing to graduate, this book is like a trusted mentor, cheering you on while offering real talk about everything from picking a major to building mental resilience. From managing course loads and professors to making friends, coping with anxiety, and defining your purpose, The Complete U helps you grow not only as a studentbut as a person.Inside, youll find: Practical advice for every aspect of college lifefrom homesickness and time management to healthy relationships and stress relief. Supportive lessons for mental, emotional, and academic well-being, especially tailored to modern challenges like social media burnout, identity, and uncertainty. Lively reflections and real stories from students and parents, offering encouragement and insight in equal measure. Your College Compass and Survival ToolkitIf you liked The Anxious Generation, The Freshman Survival Guide, or The Naked Roommate, then you'll love The Complete U.

Read more less

Book SynopsisChange your child''s future starting today: Learn how to use Stephen R. Covey''s proven 7 Habits to create a leadership program for kids of all ages so they can be more effective, more goal oriented, and more successful. In today''s world, we are inundated with information about who to be, what to do, and how to live. But what if there was a way to learn not just what to think about, but how to think? A program that taught how to manage priorities, focus on goals, and be a positive influence? The Leader in Me is that program. In this bestseller, Stephen R. Covey took the 7 Habits that have already changed the lives of millions of readers and showed how even young children can use them as they develop. These habits-be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw-are being adapted by schools around the country in leadership programs, most famously at the A.B Combs Elementary school in Raleigh. Not only does it work, but it works better than anyone could have imaged. This book is full of examples of how the students blossom under the program: the classroom that decided to form a support group for one of their classmates who had behavioural problems; the fourth grader who found a way to overcome his fear of public speaking and wound up taking his class to see him compete in a national story telling competitive, or the seven-year-old who told her father than they needed to go outside and play because they both needed to ''sharpen the saw''. Perfect for individuals and corporations alike, The Leader in Me shows how easy it is to incorporate these skills into daily life. It is atimely answer to many of the challenges facing today''s young people,businesses, parents, and educators-one that is perfectly matched tothe growing demands of our certain future.

Read more less

Book SynopsisBreak the cycle of surface-level change and failure How do leaders become clearer as complexity increases? We live in a world where decisions require judgment, getting people on board, drawing on local knowledge, ingenuity, and commitment. As leaders, how do you get beneath surface-level change to tackle complex challenges with depth and clarity. Nuance is the answer. Michael Fullan returns with an eminently readable, compelling and practical guide on the three habits of nuance: joint determination, adaptability, and culture-based accountability. Learn how you can: · Combine the power of networks and humanity to get to desired destinations. · Embrace complexity and understand context to develop better judgment · Change the culture of your organization to harness the forces of nuance. · Develop quality change that sticks With tons of examples and case studies of this book makes explicit the hidden habits and mind frames of leaders who deliver lasting change.Trade ReviewNuance is Fullan at his impressive best—enabling leaders to see what was under their nose with sharp action-oriented clarity. Contexts—of people, time, and place—are such key factors in managing change and here he uncovers the subtlety of "nuance," which is the essential bedfellow of "judgment" without which disaster will threaten any leader. Wise system leaders will buy a copy for all their school leaders and keep a copy for themselves. -- Tim Brighouse, EnglandDiscover the subtle power of nuance leadership and get dramatic new results. A courageous and timely book that goes to the heart of our complex leadership times. Why do some leaders get extraordinary results while others, ostensibly doing the same things, simply replicate existing patterns? Blending experience and uncommon intellectual acuity, Fullan explains both the key connected dimensions and the exceptional leverage of nuance. -- Brendan Spillane, Leadership Consultant in Sports, Business, and EducationI continue to be in awe that Michael Fullan is able to describe and explain so clearly the kind of leadership I am intuitively trying to do. Nobody else I have ever read can do this as well as he does. Fullan, more than anyone else, has given me the language for my leadership over the years. -- Steve Munby, Former CEO of National College for School Leadership, EnglandNuance is a powerful call for a different type of leadership—one that rejects the quick fixes, oppositional thinking, and superficial innovations that make no lasting impact on our most pressing and complex educational problems. In Nuance, Fullan provides a richly illustrated account of how nuanced leadership embraces complexity and integrates competing forces in ways that foster deep understanding, collaborative learning and accountability, and sustainable rather than superficial solutions. It’s not a recipe; it’s an inspiration and a call to action. -- Viviane Robinson, Distinguished Professor EmeritusIf you have been waiting to have your thinking on leadership provoked once again, Michael Fullan’s latest book will not disappoint you. Nuance raises the bar and challenges thinking about leadership while providing those willing to work for it the concrete examples, actions, and steps necessary to do so. As followers of his work have come to expect, in Nuance, Fullan "leads from what he has learned" and artfully weaves together complex ideas into a pattern that accomplishes the "simplexity" that makes the seemingly impossible become possible. -- Laura Schwalm, Senior PartnerI have to say that reading this manuscript was like looking in the mirror and seeing something of myself that I hadn’t noticed before, or valued before, or even been able to put language to. I feel simultaneously com-forted by what [Fullan has] written in that I feel validated and understood and even a bit more hopeful about myself, but it has also left me hungry for more. -- Marie-Claire Bretherton, Executive Head TeacherI get what [Fullan is] saying about nuance. I mean there are 5, 10, 15 different ways to do something; depending on a particular context, it’s going to have a different result. I think [Fullan’s] on to something really important. [This work] actually helped me get my head around what I have been doing with everyone in the Toronto District School Board. -- John Malloy, DirectorTable of ContentsIntroduction: Making the World Go Round Chapter 1. The Nature and Need for Nuance Nuance: A Subtle Difference in or Shade of Meaning, Expression, or Sound Surfacers vs. Nuancers Leonardo da Vinci: The Patron Saint of Nuance Nuance: Never More Needed Than Now The Nature of Nuanced Leadership The Nuanced Leadership Framework Chapter 2. Jointly Determined Change: Be Right at the End of the Meeting The Prevalence of Bad Leadership Joint Determination Case Example One: The Problem of Declining Levels of Principal Well-Being Case Example Two: Districtwide Transformation to “Deep Learning” Case Example Three: School Turnaround Case Example Four: Turning Around Persistently Failing Schools Integrative Leadership Chapter 3. Adaptability: Learn and Lead in Equal Measure Case Example Five: Rescuing Education From Technology Case Example Six: The Toronto District School Board Case Example Seven: Shattering Inequity Case Example Eight: Global Initiative in Deep Learning Adaptability Chapter 4. Culture-Based Accountability: Trust and Interact The Fruitless Pursuit of Top-Down Accountability Ingredients of Culture-Based Accountability 1. Use the Group to Change the Group 2. Precision Over Prescription 3. Feedback: Collaboration, Candor, and Autonomy 4. Trust and Interact vs. Trust but Verify 5. See the Forest and the Trees 6. Accountability as Culture Examples of Natural Accountability Linked to Results Case Example Nine: Strengthening Whole System Accountability Case Example Ten: Integrating Accountability and Improvement Culture Counts Chapter 5. Nuanced Leaders and the World More Macro Learners and Change Agents: Attack Inequity and Thrive on Every Level Being and Becoming a Nuanced Leader References Index Acknowledgments About the Author

Read more less

Book SynopsisRestorative practice (RP) has been successfully implemented in schools for decades and is primarily associated with improving behaviour and relationships, by changing the culture of problem solving in the school. However, it has huge untapped potential to support initiatives in other areas, and this book provides examples of how RP can enhance the effectiveness of these other practices.Split into three sections, the book first looks at implementation, readiness and evaluation. It then covers integrating RP with, and linking RP into, other issues relevant to schools such as trauma, poverty, and mindfulness, and finally shows how to work well with parents and families. The book gives proven strategies for measuring success and evaluating effectiveness. Overall, it provides insight into a variety of issues RP can help schools with, and addresses them in practical ways to help schools implement restorative practice to its full potential.Trade ReviewThis book is a rich combination of analytical reflection, personal storytelling and case studies of how change plays out on the ground. It is a superb resource for anyone wanting to deepen their knowledge of how restorative practices can contribute to personal, institutional and societal transformation. -- Professor Chris Marshall, The Diana Unwin Chair in Restorative Justice, Victoria University of Wellington, New ZealandThis book is evidence that the field of restorative practices in schools has reached an unprecedented level of sophistication, complexity and maturity. Trainers, consultants, practitioners, researchers, educators, policy makers and school leaders will benefit from the "wisdom of the ages" shared here. A truly extraordinary contribution to the field. -- Martha A. Brown, Author, Creating Restorative Schools: Setting Schools Up to SucceedTable of ContentsForeword from Fania Davis; Contributor Biographies; Introduction - Margaret Thorsborne (Australia), Gillean McCluskey (England) and Nancy Riestenberg (Minnesota, USA); PART I: IMPLEMENTATION; 1. Assessing Readiness for Restorative Practice Implementation - Sue Attrill (Australia), Beverley Turner (Australia) and Margaret Thorsborne; 2. Solving Something Positively - Carol Edgerton (Scotland), Lyndsey Broadfoot (Scotland), Samia Bashir (Scotland) and Sharon Fitzpatrick (Scotland); 3. The Art of Integrating School Climate Initiatives - Kerri Berkowitz (San Francisco, USA); 4. A Tale of Two Districts: Implementation of restorative practices in a large and small district - Cindy Zwicky and Nancy Riestenberg ((Minnesota, USA); 5. Youth Engagement in Restorative Justice - David Yusem (California, USA); 6. Evaluation - the Art of Valuing - Terence Bevington (England); PART 2: ALIGNING APPROACHES AND KNOWLEDGE WITH RESTORATIVE PRACTICE; 7. ToM goes to a Restorative School - Katie Cebula (Scotland) and Gillean McCluskey; 8. Transforming Teaching and Learning through Mindfulness Based Restorative Practices - Annie O'Shaughnessy (Vermont, USA); 9. Positive Education and Restorative Practice: Shared values, goals and practices - Denise Quinlan (New Zealand); 10. Restorative Processes and Trauma Sensitive Schools - Nancy Riestenberg; 11. Restorative Practice as Peace Practice - Terence Bevington and Anna Gregory (England); 12. The Brains Behind the Restoration - Nathan Wallis (New Zealand); 13. Restorative Group Conferencing: Repair Deep Student Disengagement with Education, Prevent the School- to-Prison-Pipeline - Sara Davis and Michael Friedman (Minnesota, USA; 14. Working Restoratively with Parents - Jim McGrath; 15. Te Ara Whanau - Family Solutions. Restorative and collaborative journeys towards family wellbeing in Aotearoa New Zealand - Julia Hennessy and Nici Nixon (New Zealand); Conclusion: What next? - Nancy Riestenberg, Gillean McCluskey and Margaret Thorsborne

Read more less

Book SynopsisCurriculum with Soul is a dynamic guide for Secondary English leaders, revitalising curriculum planning and strategy across all key stages. It encourages the use of diverse texts and impactful assessments, offering practical examples and reflective points. This book empowers and challenges teachers to create an inspiring and joyful curriculum.Jo Heathcote draws on her passion for English and years of experience as a Head of Department, examiner, author, and consultant in schools, to make the case for reframing your thinking about the English curriculum and rekindling the spirit and passion in English classrooms.Jo''s engaging and accessible style blends personal experience with sage advice. She champions a straightforward, manageable curriculum design that focuses on teaching essential content effectively without overwhelming students. The book shows how to build a logical progression of skills and knowledge to enrich students' learning experiences, while also making the most of the fr

Read more less

Book SynopsisBringing Hygge into the Early Years is a how-to guide for every early educator who wishes to bring more calmness and balance into their day, in turn, leaving them feeling empowered to teach and live well.Drawing from the author's experience of embracing the Scandinavian way of living well, hygge, this book explores how this approach can have a positive impact across your early years setting, from improved mental health and wellbeing, to embracing child-led play and high-quality outdoor provision. With step-by-step guidance on how to embed the approach alongside examples of hygge from early educators around the world, the book is divided into four main parts: Re-balance you The hygge environment Slow teaching Embracing nature Throughout each chapter, case studies and activities provide the opportunity to reflect on existing practice and support you as you make positive changes to both your wellbeing and provision. This guidTrade ReviewWe desperately need teaching to join the Slow Movement, for both educators’ and children’s wellbeing, happiness and love of learning. Kimberly’s wise, practical and supportive advice is so timely, providing great coverage of the many elements of calming things down and enjoying them more in educational settings. ‘Slowliness’ is one of my favourite pedagogical words, and I particularly appreciate the Slow Teaching section, changing the narrative that we have grown up with about working well and achieving life satisfaction. Overall, several other key words stand out for me: calm, care, kindness, trust and gratitude, and above all, nature and life outdoors. These are all requisites for living well in the present, and for setting up life-ways for meaningful, fulfilling futures.Discovering what calmness looks like for you and your children will transform the way you support learning - your children need you to read and use this book."Professor Jan White, Educational consultant, author and advocate for an early childhood outdoorsA rich and comprehensive guide to the joyful calm of Hygge - each page seems to glow with a simple warmth and the whole book just feels like we are on a walk with Kimberly as she shares her wisdom and a treasure of practical ideas. It’s a walk that’s very much needed, both for ourselves as practitioners and the children we have the privilege to work with. We all need more Hygge in life and Kimberly shows us how just perfectly.Greg Botrill, Author and childhood advocateTable of ContentsIntroduction Re-balance You How hygge supports you Managing your time Becoming present Core values The Hygge Environment A sense of arrival and departure Lighting Colour Setting up your provision Resourcing on a budget 3. Slow Teaching Starting with an interest Provocation or Invitation to Learn? High quality interactions Documenting learning Embracing Nature Benefits of nature Friluftsliv: Uncomplicated nature-based play Find the joy in each season Bringing nature inside Summary of Book References Index

Read more less

Book SynopsisContinuing professional development can be a powerful force in any school improvement programme, leading to better student outcomes and making recruitment and staff retention easier. A School Leaderâs Guide to Leading Professional Development provides an effective and evidence-based approach to creating a culture of continuous learning in schools.Covering all aspects of CPD including teacher quality, what CPD looks like and how it should develop over time, creating an inspirational culture, CPD design, coaching, and much more, the chapters encourage readers to reflect on how they are currently using CPD and how this could be improved. Appendices provide templates and charts to use in the planning of CPD sessions, as well as questions to guide sessions and evaluations with participants on an individual and whole-school level.Based on the author's experience of implementing CPD programmes as a school leader, well-regarded trainer, and now the head of a leading int

Read more less

Book SynopsisThis book introduces theories of educational leadership and management and provides examples of their translation into practice. Many students studying education no longer go directly into teaching, but instead follow a diverse range of careers associated with the education sector more widely: local authorities, think tanks, charities, school trusts, administrative, and managerial roles. This book highlights and explores these diverse pathways. For staff in schools who are currently on a National Professional Qualification (NPQ) this book gives an overview of differing leadership pathways, including senior leadership (NPQSL) and headship (NPQH), whilst also discussing the impact of system reforms (NPQEL).Topics covered include: strategies for leadership across primary, secondary, and higher education settings school leadership and management through the challenges of the pandemic and beyond equality and diversity and inclusive practice non-tTable of Contents Introducing educational leadership and management The intersection of system and distributed leadership Equality and diversity and inclusive practice: significance for organisations and individuals Resilience and vitality as necessary leadership traits Effective school management: Leadership capacity of the school principal Observations of classroom management and school leadership in the COVID-19 era Pedagogical leadership in early childhood education and care: What is it, why do we need it and how do you do it? The role of primary headteachers within school trusts: English landscape divergence in a post-pandemic world Crisis leadership in secondary schools: Its effects on school leaders’ long-term visions of education Leading a large and disparate school in higher education Leadership of international schools Leadership for flourishing schools: From research to practice A practical exploration of non-teaching leadership roles within the further education and skills sector (FES) Charitable education organisations in England: The case of teacher educators

Read more less

Book SynopsisWritten to help children aged 7-12 whose friend is moving away, this set contains a children's activity book and a practical guide for the supporting adult.Being the stayer' (the one left behind) can be hard. Based on the latest wellbeing research, theStaying Wellset includes valuable strategies and fun activities to boost the child's wellbeing, helping them to stay well'. Top tips, example responses and the theory behind the activities will equip teachers, practitioners, and parents to respond effectively to common questions and support children as they manage this big change.The set includes:Staying Well Activity Bookis jam-packed full of strategies and creative activities to help the stayer,' reflect on how they feel, appreciate their friendship, and build a coping repertoire.Staying Well Facilitator's Guideoffers guidance notes and prompts to help bring out the best experience for the child and is designed to help the adult feel c

Read more less

Book SynopsisCreativity is a word that is widely used in education, but in ways that are not always consistent or in line with research. This exciting new book explores how creativity is not something additional, but which is infused throughout learning, relevant to every subject and student.Taking a cognitive science approach, it presents creativity in terms of building competencies. It challenges the view that schools kill creativity or that only some types of tasks count as creative. By setting up existing lessons in ways that involve more flexibility and uncertainty, we can both boost creativity and build a more flexible academic expertise along the way. Featuring practical classroom examples, research evidence, and case studies which will guide practitioners and provide a timely antidote to stale skills vs. knowledge arguments, the chapters include: Cognitive science and creativity Creativity across subject disciplines Linking creativity and knowledge

Read more less

Book SynopsisIn a rapidly changing educational landscape it is more important than ever for teachers to stay informed and adaptable. This exciting text builds on the original Edu Book Club and helps teachers and school leaders to navigate the wealth of evidence-based CPD by bringing together key publications, podcasts, blogs and other resources on teaching showing how the ideas and research can be translated into everyday classroom practice.Focusing on innovative practices, emerging technologies, and critical issues facing educators and an increased emphasis on equity, inclusivity, and social and emotional learning, the book provides providing practical solutions to help educators enhance their teaching practices and positively impact student success.Each chapter examines a key publication or resource and covers:â The rationale for choosing that title or resourceâ An interview with the authorâ A summary of the key ideas â Key takeaways and implications for classroom practiceWith an accompanying website featuring the video interviews and additional resources, accessible at https://glt-alwayslearning.co.uk/posts/glt-friends-book-club-edu-book-club, this will be a valuable resource for teachers and school leaders at all stages of their careers.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

Book SynopsisNot just another book on leadership teams For school teams to succeed, they need leadership, independence, meaningful collaboration, and a shared conviction that they have real power to enact actual change. Educators know this, but they often lack an inquiry process that creates a community of learning leaders that is capable of deep collective impact on student learning and wellbeing. In this research-based, hands-on guidebook, school leadership coach Peter DeWitt introduces eight key drivers to integrating teacher and leader efficacy (mindset, well-being, context beliefs, working conditions, professional learning, organizational commitment, skills, and confidence) and harnesses it with a process to help you focus on the nuances of instruction and teaming to develop powerful collective leader efficacy. Readers will find: Activities and strategies designed to build collective efficacy in instructional teams and foster leadership and interdependence among teachers Theories of action to focus team efforts and how to create your own Tools, reflection prompts, and guiding questions to help you define your desired outcomes and the steps necessary to get there With this book and the research within it, your instructional leadership team will develop a learner's mindset, a collective commitment to improvement, and a shared process for inquiry and continual growth so you can nurture greater impact together.Trade ReviewIn this excellent book, Peter DeWitt demonstrates how instructional leadership teams can have a greater impact on student learning. Offering a balance between research and practice, DeWitt shows, for example, how the mindsets both of individuals and of their teams can help them meet challenges and achieve that impact. As an experienced teacher, principal, worldwide consultant, and writer, DeWitt speaks with authority and wisdom. -- Carol Dweck * Stanford, CA *Collective efficacy has a powerful impact on leaders, teachers, and students, but it is hard to implement. DeWitt teases out the key skillsets and mindsets needed: understanding one another, collaborating, and evaluating impact. He addresses the critics and shows more than a correlation of successful students and teachers; DeWitt proves that actively implementing a culture of collective efficacy leads to higher levels of satisfaction, greater impact on students, and successful implementation across the school. This is not only a "how to" book, but also is grounded firmly in evidence, and a pleasure to read. -- John Hattie * Melbourne, Victoria, Australia *Insightful and practical—this book is a must read for formal and informal school leaders as well as leadership teams who aspire to improve outcomes for all students. DeWitt combines research and field experience in order to demonstrate specific ways to strengthen commitment, collaboration, and confidence among members of leadership teams in schools. This book is timely, relevant, and an important contribution to the literature on collective efficacy. -- Jenni DonohooInstructional leadership teams play a vital role in supporting learning in schools. They are especially important during this time of rapidly changing expectations. In this book, Peter DeWitt applies the theory of collective efficacy to these instructional leadership teams, outlining eight important contributors. Including student councils as part of a school’s leadership is a fresh new approach. -- Megan Tschannen-Moran * Williamsburg, VA *This book will challenge leaders and make a difference for children. It offers a pragmatic, research-based approach to building the collective efficacy of leaders in all roles in a school with intention and commitment to relationship building, collaboration, data collection, and action research toward measurable outcomes. The pandemic pivot highlighted the need for collective leader efficacy as foundational and essential in responding to the changing parameters and dynamics of our new reality in education. It will likely never look the same and this is the right focus at the perfect time. The skills are built toward the development of a theory of action model logically and on the shoulders of great practitioners and scholars. The learning, digesting, and applying to practice model is transformative. The contributors to CLE are clear and built on the foundation of mindset and well-being. In that environment, the other contributors are enhanced. -- Janice White * Troy, NY *Collective leader efficacy is a new concept that Peter proposes to consider how leadership teams can work together to make a difference in the lives of students. While there are many books on the nature and change of school leadership, this book makes a difference with its practitioner-oriented approach. Not only does it propose a new concept that extends our thinking on leadership towards its collective impact, but it sets out the individual dimensions that shape this practice in a very practical way. For each dimension that contributes to collective leader efficacy, it lays out the theory of change, provides bibliographical resources, guiding questions and activities that educational leaders can use to reflect on how to improve their practice. A very practical resource for educational leaders internationally which is valuable in the current times of uncertainty and change -- Beatriz Pont * Senior Education Policy Analyst, OECD Directorate for Education and Skills, Paris, France *DeWitt straddles the ground between collective efficacy, instructional leadership, and distributed leadership. The book is packed to the rafters with practical exercises, tools, and protocols that will help you to get (meaningfully) busy at enhancing the learning lives and well-being of children. You will not be handed silver bullets or magic beans, but you will find much to support deep impact. -- Arran Hamilton * Group Director, Education Cognition Education Ltd., Kuala Lumpur, Malaysia *We have known for quite some time that collective teacher efficacy is a powerful influence on student learning. Before we can expect teachers to focus on building their capability though, we first need school leaders and leadership teams that believe that: 1) this is possible; 2) it is their responsibility to nurture, and; 3) have the skills and capabilities to do so. Put simply we need Collective Leader Efficacy! In this book, Peter DeWitt draws upon research and personal practice to create a compelling narrative in support of deliberately and intentionally building collective leader efficacy (CLE). This is a book I will be both referring to and recommending to colleagues well into the future. -- Timothy O’Leary * Former School Leader, Education Consultant *As a researcher, academic and experienced school leader, DeWitt offers a refreshing approach and insight into leadership in schools. The structure of the chapters takes you on the journey of learning, experience and always draws it back to key questions/reflections and actionable steps. DeWitt presents models in clear language to meet all busy school leaders. He gets it. He understands the complexities and multiple relationships in schools. This book is highly suitable for any school leader in any country. Many leadership books can leave you inspired but with no idea or time to apply it. This book is different—you will be inspired and empowered to leave with strategies, models, and activities that actually work! -- Anne-Marie Duguid * Director Empowering Education Partnership, London, UK *Table of ContentsAcknowledgments About the Author Foreword by Michael Fullan Vocabulary terms Introduction SECTION I: RESEARCH Chapter 1: Collective Leader Efficacy SECTION II – CONTRIBUTORS FOR COLLECTIVE LEADER EFFICACY Chapter 2: Developing a Leadership Mindset Chapter 3: Mental Health & Wellbeing Chapter 4: Context Beliefs Chapter 5: Working Conditions Chapter 6: Professional Learning and Development Chapter 7: Organizational Commitment Chapter 8: The Skills to Work in Collectives Chapter 9: The Confidence to work in collectives SECTION III – DELIBERATE PRACTICE AND PROCESS Chapter 10: What Components Define an Instructional Core? Chapter 11: Instructional Leadership Team’s Cycle of Inquiry Chapter 12 – Focus for Improvement Appendix 1 – Instructional Leadership Team: Request for Inclusion on the Team Appendix 2 – Activity: Cultivating Mindsets of Collaboration Appendix 3 – Weekly Log: Where Do You Spend Your Time? Appendix 4 – Learning Walk Form Appendix 5 – Guiding Questions 1- 4 Appendix 6 – Timetable Checklist Appendix 7 – Purpose Statements 1-3 Appendix 8 – Inquiry Questions 1-3 Appendix 9 – Theories of Action 1-3 Appendix 10 – Theory of Action Evidence Templates Appendix 11 – Blank Template Program Logic Model References

Read more less

Book SynopsisDial back and make room for impactWith teacher and leader workloads and burnout at an all-time high, it's time forde-implementation: de-prioritizing and deleting the less effective, higher-cost initiatives we implement in schools. De-implementation allows us to focus on practices that have more supporting evidence and a higher probability of positive impact on students, and at the same time gain much-needed work-life balance.InMaking Room for Impact, the internationally respected education experts and authors provide a clear four-stage process for winnowing down teaching and learning to high-effect practices. Informed by the latest research in learning, education, healthcare, and psychology, each step and tool is designed to move educators through the hard parts of letting go. Inside, you'll find: Research that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully A step-by-step process for deciding which initiatives are most effectiveand how to let go of the ones that are not Useful tools, templates, and charts that educators can immediately use in their de-implementation workat school, in teaching teams, or at the system level It's time to get our lives backwithout harming student learning. If we can collectively learn to let go and understand how to identify which initiatives are worthwhile, we'll have more time for what truly matters.Trade Review"Written by an unbeatable team of authors on how to improve outcomes by decluttering, this book is surely of interest to school leaders and teachers everywhere." -- Michael Barber"Two ideas came me as I was reading this book. The first was that these are such good ideas, I wonder why it has taken so long for them to reach print. The second one is that any book that promises me a means of ‘getting off the hamster wheel’ has to be taken seriously, so much so that I wish this movement to de-implementation had been more fully developed when I was working full-time directing a large-scale education reform project in 50 secondary schools: a recipe for needing de-implementation if ever there was one. I would have benefitted from the processes identified in this book immensely." -- Russell Bishop ONZM"I don’t think I have ever read an educational book quite like this, simply because the focus is not on the latest new thing you should be trying, but a compelling argument on how to become more effective through doing less. By suggesting a range of powerful practical processes through which you can remove, reduce, re-engineer or replace what you do, this book really empowers the reader to be bold. But this is not about taking risks; it is a powerful, evidence-informed guide on how to stop doing what you have always done (much of which we think is mandated from on high when it’s not) if there are better alternatives. As Michael Bungay-Stanier reminds us in his excellent book ‘The Coaching Habit’, one of the key questions we need to ask ourselves is, "if you are saying yes to this, what are you saying no to?" I cannot think of a better companion to have at your side than this unique and well-argued book which has the potential to transform workload, enhance staff well-being, and improve student outcomes. I absolutely loved it!" -- Andy Buck"Hamilton, Hattie, and Wiliam provide a comprehensive guide that will assist busy educators in determining what to stop, start, and continue in their efforts to improve schools. Their model is grounded in research and provides a practical and efficient methodology for de-implementation that is long overdue and needed in education." -- Jenni Donohoo"Educational improvement efforts are plagued by remnants of previous efforts that were also designed to change outcomes. These fragments, or perhaps even entire initiatives, prevent the knowledge we have now from taking hold. Implementation fails because there are too many other things that are not working but haven’t been abandoned. It’s as if we’re at a buffet, with a full plate, and instead of removing some items, we ask for another plate and pile it on. We need to learn how to stop doing things that no longer work and this guide provides a toolkit for accomplishing just that. Before trying to implement a new program or initiative, take stock and figure out what needs to go. Then follow the process outlined in this book to successfully de-implement and remove the clutter so that the good ideas take hold." -- Douglas Fisher"There′s no end to the list of tasks teachers and schools could take on. So where can teachers find the space and time needed to make improvements, adopt better programmes, or simply go home earlier? This admirable book offers the clearest answer I′ve yet seen. The authors offer valuable guidance in why making room for impact matters, how we can pursue it, and precisely what steps we might choose to take. Even more importantly, they offer schools license to work towards doing less and doing differently—not just more and more. The examples of how this can be done, practical and provocative alike, are also helpful. If you′ve ever wished you had more time, or didn′t have to do something, read this book." -- Harry Fletcher-Wood"Making Room for Impact is a magnificent and unique book. It addresses a crucial almost completely neglected topic—how to get rid of or re-constitute things that no longer work! I am sure the reader has heard the lament that the old ‘grammar of school’ continues to plague all efforts of reform. What reformers have traditionally done is to criticize the old way, try to implement the new only to find that they have failed time and again. How about: systematically getting rid of the old as you pave the way for the new. This book furnishes a roadmap to do just that. With fantastic graphics— a transformer′s dream tool box— Making Room for Impact systematically guides us through nine ways to identify, unravel, and rid the organization of distractors as you mobilize the forces for new action. The reader learns to Discover, Decide, De-Implement, and Re-Decide, ending up with less work in total, and more powerful impact. This is a gem of a book for the action-oriented who want to affect both the small and big picture for the better." -- Michael Fullan"Skilled mountaineers know that to reach the summit, you carry only what you need. Carrying more diminishes your chances of success and threatens your survival. In this book, Arran, John, and Dylan provide the practical guidance that school leaders so desperately need to lighten their packs, improve their efficiency of impact, and succeed in reaching the summit of helping all students learn." -- Thomas R. Guskey"Kurt Vonnegut′s immortal ′Cat′s Cradle′ featured the Bokonist mantra ′busy, busy, busy.′ I′ve often thought the phrase works all too well as a description of schooling, where the mandatory and routine squeeze out the good. In Making Room for Impact, instead of giving school leaders yet another to-do list, the authors instead offer much-needed but far-too-rare guidance on how to focus in on what matters most and carefully de-implement the rest." -- Frederick M. Hess"Unbearable workloads are a chief reason given for the teacher shortage experienced in many countries. Often teachers are exhorted to ‘work smarter, not harder’, but they rarely receive advice about how to do this. This new book, from a team of highly regarded educators and researchers, is unique in that it provides guidance on both the ‘what’ and the ‘how’. It offers a process, based on principles, for removing, reducing, re-engineering, or replacing existing practices in order to concentrate on those practices likely to have most positive impact in terms of learning outcomes. The authors draw on extensive research from the fields of education, medicine, business, and across the English-speaking world. However, the book wears its learning lightly: It is very readable, has a strong sense of an audience of educators, and is structured in such a way that the key themes are reprised for practitioners who are likely to dip into different chapters as the need arises. It should be read by teachers, school leaders, and teacher educators, but also by policymakers who often promote innovations with insufficient attention to value or consequences." -- Mary James"De-implementation, or the science and art of removing, reducing, re-engineering, or replacing existing practices, is a novel concept in education, but a very important one in a world in which the limits in constantly adding more to the workload of teachers and leaders are ever more apparent. In Making Room for Impact, an international dream-team of education researchers, Hamilton, Hattie, and William, have written a practical and user-friendly guide to exactly how we can go about de-implementing in our schools so we can make room not just for a better work-life balance, but also for better results for our students." -- Daniel Muijs"This is a fascinating and compelling read from some of our most influential education specialists. The central purpose is to provide an evaluative framework for educators to use in determining areas of professional workload that take up considerable time without directly improving student outcomes. The process of de-implementing is explored in detail, advice about areas that might be contributing to workload are suggested, but ultimately, we are offered a powerful manual for change. The idea that more is better is challenged. The notion that much of what goes on in schools may be led by busy-ness or even ′fake work′ is set against a review process that privileges effectiveness and impact on learning. These arguments need to be rehearsed both within and beyond schools, optimizing teachers′ time and core skills to achieve the greatest benefit for our students. Persuasively, global data shows that some systems appear to be doing less whilst achieving more—a lesson for us all." -- Alison Peacock"In this profoundly important book, Hamilton, Hattie, and Wiliam reveal why so many well-intentioned educational reforms fail and, more importantly, what we can do about it. Before you start your next initiative, take the authors’ words to heart and de-implement first. With practical step-by-step advice, the process guides educators and leaders through the essential steps to declutter their agendas and focus on the essentials. The impressive evidence in these pages makes clear that the fragmentation associated with an abundance of initiatives is the enemy of learning. Yet it is astonishingly difficult to avoid the sunk cost fallacy—fearing that we cannot de-implement projects in which we have invested time, money, and political capital. No matter how promising the new initiative, it will fail unless you either buy a 36-hour day or follow the advice in this book." -- Douglas Reeves"One of the secrets of the highest-performing education systems is that they pursue fewer things at greater depth and avoid the mile-wide-inch deep implementation culture that often prevails elsewhere. But taking things away tends to be much harder in education than adding new things. Making Room for Impact shows it can be done and provides the research, tools, and guidance to make it happen." -- Andreas Schleicher"Making Room for Impact is a refreshingly original, timely, and beautifully crafted book. I′m certain the brilliantly conceived toolkit will energize educators around the world, empowering them to make the changes they need in order to take their schools forward by breaking the cycle of forever doing more and more and more. The de-implementation model combines a rigorous and systematic conceptual framework, intellectually satisfying in its clarity and logic, with a grounded pragmatism rooted in the wisdom you only gain by spending a lot of time around busy teachers and leaders in the manic world of education. Having personally experienced the struggles of running a complex school with an overloaded agenda, the ideas set out here resonate completely. It goes far beyond a simplistic ′less is more′ mantra, providing an extremely thorough, practical guide that will help countless educators to regain balance, and get back on track, focusing their energies on the things that make the most difference." -- Tom Sherrington"I cannot praise Making Room for Impact too highly. It took me 18 years as a headteacher to realize that the fewer things I asked colleagues to do, the better our school became. If you read this book—the follow up to Building to Impact—you won’t have to spend 18 years learning how and why to de-implement. The thing is, we can only use each hour of our lives once. That is why opportunity cost is the most important concept in the wider lives of people working in schools. In Making Room for Impact you’ll find a step-by-step guide to creating the time and space for developing high quality teaching and learning by stopping doing things that don’t have enough impact on our pupils’ academic progress. This book will show you how to stop headteachers writing school improvement plans with 15 priorities, how to stop deputy headteachers discussing meaningless progress data which everyone knows is meaningless, and how to stop teachers doing marking which has no impact upon learning. We need to focus more intently upon improving the quality of teaching and learning if we are going to improve the quality of provision for our pupils. This book shows you how. What’s more, if we could persuade our CEOs, governing bodies, Trust boards, local authorities, and policymakers to heed the advice so clearly articulated by Hamilton, Hattie and Wiliam, we may just re-establish teaching as a joyous profession where colleagues are able to meet the challenges of the job and avoid burnout, and by doing so solve the teacher-recruitment crisis. Making Room for Impact is THE book for our times—everyone interested in the future of our schools should read it!" -- John Tomsett"This book is brilliant. Every educator recognizes that we sometimes try something new and it doesn′t work out...and every educator recognizes that stopping is not always easy! This book takes you, step by step, through the process of identifying a target for de-implementation, choosing a strategy, and implementing it. This book will be invaluable for administrators!" -- Daniel T. Willingham"Schools are crowded with many unnecessary and fruitless policies and practices. School leaders, teachers, and students are all overworked with futile reforms and innovations, mandatory requirements, and unproductive tasks. Schools must do less! In Making Room for Impact, Arran Hamilton, John Hattie, and Dylan Wiliam make compelling arguments for doing less and provide excellent guidance for schools to do less. This is a great read for educators!" -- Yong ZhaoTable of ContentsForeword by Dr. Lyn Sharatt Part 1: The Big Picture Chapter 1: Why We Need to De-Implement (and Why it’s Hard) Chapter 2: Room for Impact: The Helicopter Overview Part 2: Discover Stage Chapter 3: Permit Chapter 4: Prospect Chapter 5: Postulate Part 3: Decide Stage Chapter 6: Propose Chapter 7: Prepare Chapter 8: Picture Part 4: De-Implement Stage Chapter 9: Proceed Part 5: Re-Decide Stage Chapter 10: aPpraise Chapter 11: Propel Conclusion

Read more less

Book SynopsisThe most trusted guide to school culture, updated with current challenges and new solutions Shaping School Culture is the classic guide to exceptional school leadership, featuring concrete guidance on influencing the subtle symbolic features of schools that provide meaning, belief, and faith.Table of ContentsPreface ix Acknowledgments xv The Authors xvii Introduction 1 The Elements of Culture 1. Schools as Tribes: The Power to Transform 23 2. Artifacts, Architecture, and Routines: Symbols of Culture 36 3. History: The Value of Lore and Tradition 50 4. Myth, Vision, and Values: Identifying a School’s Soul 66 5. Stories and Tales: Passing Along the Vision 81 6. Rituals: Embedding Purpose and Meaning 98 7. Ceremonies and Traditions: Culture in Action 111 The Symbolic Role of School Leaders 8. Conveyors of Culture: The Informal Network 133 9. Weaving the Cultural Tapestry: Seven Schools 145 10. Transforming Toxic Cultures: Renewal Strategies 182 11. Building Trust: Connecting to Parents and Communities 206 12. Firming Up Culture: Eight Essential Roles 223 13. Living with Paradox: The Bifocal Principal 246 14. Achieving Balance: Meeting Cultural and Structural Demands 262 15. Conclusion: A New Story 279 References 289 Index 301

Read more less

Book Synopsis''THE CHAMBERS DICTIONARY IS THE MOST USEFUL AND DIVERTING SINGLE-VOLUME WORD-HOARD AVAILABLE'' Telegraph''CHAMBERS IS A MARVEL OF WIT, CLARITY AND PRACTICALITY'' Observer''THE MOST HUMAN OF DICTIONARIES'' Philip Pullman''CHAMBERS IS AN OPEN DOOR TO WORDS AT THEIR WITTIEST, MOST ROOTED, MOST REVEALING, AND MOST POWERFUL'' Ali SmithFirst published in 1872, The Chambers Dictionary contains more words, phrases and meanings than any other single-volume English dictionary. Yet it remains lighter and easier to hold, and now has an even more durable jacket so that it will be a beautiful hardback reference for many years to come.This 13th edition retains the much-loved features of The Chambers Dictionary, including the unique, quirky definitions. There are over 1,000 new words and meanings, and there is also a brand new two-colour Word Lover''s Ramble, showing how English words and Trade ReviewChambers is a marvel of wit, clarity and practicality - ObserverChambers is an open door to words at their wittiest, most rooted, most revealing, and most powerfulA page a day keeps the doddypolls at bayThe most human of dictionariesThe traditional favourite dictionary of every serious cryptic solver and setter based in the UKThe Chambers Dictionary is the most useful and diverting single-volume word-hoard available - TelegraphA monument to lexicographic excellence... radical, innovative and different - IndependentFor many years now, Chambers have had a stronghold on the word game market. This dictionary is a pure delight to browse - www.word-buff.com

Read more less

Book SynopsisToo much change, not enough improvement Planned changes often fail because those designing them underestimate the complexity of implementation. Reduce Change to Increase Improvement provides a practical structure for helping system and school leaders increase improvement while reducing ineffective change and innovation. By drilling down to the beliefs and values that inform the actual practice of change leaders, Robinson identifies the mindset, processes, and actual behaviors that contribute to successful reform efforts and, importantly, provide school leaders with concrete tools that enable them to be more effective. The structures described in the book are illustrated by numerous examples, cases, and conversation extracts and center on four phases of engagement: Agreeing about the problem to be solved Revealing the beliefs that sustain the current practices Evaluating the relative merit of the existing practices and proposed theory Implementing and monitoring the new theory of action "Finally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. Reduce Change to Increase Improvement is a treasure-trove of concrete information for educational leaders. Robinson, always cautious about "change for change sake", brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. All leaders need this concise, clearly-stated text to guide their intentional improvement practices. —Dr. Lyn Sharratt, International Consultant and Author OISE, University of Toronto, Ontario, CanadaTrade Review"There are many reasons why Viviane Robinson is one of my favorite researchers in the field of educational leadership. Her depth of knowledge and understanding of school improvement makes her a stand out in the profession. Reduce Change to Increase Improvement is a book all leaders should read because it will help them understand what improvement looks like and how to avoid the pitfalls that too many leaders fall into." -- Peter DeWitt, Ed.D., Corwin Author/Consultant"Viviane Robinson’s brilliant new masterpiece is provocatively entitled Reduce Change to Increase Improvement. It is a stunning achievement. Every sentence bristles with penetrating insights and practical recommendations in the hands of Robinson’s sparkling prose. The sections on engaging respectfully with teachers’ theories of action should be required reading for every school principal or superintendent. Best of all, this expertly crafted book is a pleasure to read and re-read. It will be cited frequently around the world for years to come." -- Dennis Shirley, Professor"Finally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. "Reduce Change to Increase Improvement" is a treasure-trove of concrete information for educational leaders wanting to move away from the frequently-used, ineffective Bypass Theory leading to no change in student outcomes to the rarely-used, highly effective Engagement Theory that gets at the heart of leading school improvement. Robinson, always cautious about "change for change sake", brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. She highlights that only by integrating new thinking into current classroom practice will reform be successful - AND only if built on a firm foundation of leaders and teachers rigorously examining shared beliefs and exposing tacitly-held disbeliefs about the capacity of all students to learn. All leaders need this concise, clearly-stated text to guide their intentional improvement practices." -- Dr. Lyn Sharratt, International Consultant and Author"This is a ‘must read’ for anyone who is serious about achieving meaningful improvement and understanding more about the potential of engaging with theories of action. With her forensic eye for detail, Viviane Robinson unpicks why current practice is sustained and shows how deep and respectful coaching dialogue can produce mutual commitment and powerful professional learning. It’s a book with many applications." -- Louise Stoll, PhD, Professor of Professional Learning"Never was a book more welcome than one that addresses why so much change leads to so little impact. Viviane’s work gets right to the heart of the beliefs, values and conditions that lie at the heart of our willingness to either embrace change or resist it. Viviane gives us an opportunity to eavesdrop on real conversations that model skillful enquiry into the values and beliefs that drive our behavior and that are more likely to lead to change that ‘pays off.’ In a world where change is constant, and resources are tight we should all be intolerant of any more failed attempts. I would like to see every Education Ministry, school adviser and school leader not just reading this book but using it to shape their practice so change can be far less frequent, but have far more impact." -- Maggie Farrar, Education Consultant"I have worked with principals in graduate programs and professional learning series in six countries over the last two decades. Each and every one of these leaders would benefit from reading this new book. Viviane Robinson combines her research findings, powerful insights into how to re-design thinking about principal wellbeing, and invaluable examples from practice. The writing has voice and is highly engaging to read. The sooner this book is published, the better. These theoretically powerful and practical insights are needed and overdue." -- Omar Mekki, Senior Advisor"My colleague Dr. Judy Halbert and I have worked with principals in graduate programs and in professional learning series in six countries over the last two decades. Each and every one of these leaders would benefit from reading this new book by Professor Robinson. She combines her research findings, a logic train that is important and highly useable, a powerful insight into how to re-design thinking about principal well-being and work load and examples from practice that are invaluable. Her writing has voice and is highly engaging to read. The sooner this book has been published, the better. These theoretically powerful and practical insights are needed and overdue." -- Dr. Linda Kaser, Co-Director of the Center for Innovative Educational Leadership"The challenge in our current understanding of school improvement is not knowing what schools ought to do, but knowing how school leaders can get those things done. Leaders’ ability to engage and involve teachers in improvement processes is a missing resource in many schools. Reading this book will absolutely help school leaders redefine how they should act and behave in order to implement improvements to benefit not only their students’ learning but also teachers’ professional development. This book makes a significant contribution to the education management literature in a clear, concise and practical way. A ‘must read’ for new and established school leaders." -- Johan From, Professor in Political Science/Director of School Leadership Master’s Program"This book is remarkable. It combines a deep understanding of how and why theories of action influence the success or failure of improvement efforts in schools, with a range of intensely practical strategies and examples that illustrate how leaders can work to enhance their approaches to change. Robinson draws on more than 10 years of research and development work with leaders, often based on detailed observation and analysis of coaching conversations and real situations in schools, to identify and make explicit the values, beliefs, actions and consequences that drive behavior and the ways in which leaders can engage with these to create shared understandings and agendas for improvement. The chapter on how this work informed the design of a new leadership development program to address well-being for school principals is particularly fascinating. I can’t recommend the book highly enough to serving leaders and all those involved in supporting change and improvement in schools." -- Toby Greany, Professor"Reduce Change to Increase Improvement is logically developed from foundation principles to take the reader through the thinking, understanding, planning, professional learning, action, and evaluative processes. The use of general and personal theories of action is appropriate and effective. The work is supported well by illustrations and extracts from actual cases of aspects of change. I think its greatest strength is the emphasis throughout on working with and through other people and the interpersonal and cognitive work this requires. This book helps to professionalize the education profession and provides a timely and valuable resource for our understanding and building of capability for change that makes a difference to students." -- Stephen Dinham, Associate Dean and Professor of Instructional LeadershipTable of ContentsList of Tables and Figures Preface Acknowledgments About the Author 1. Too Much Change, Not Enough Improvement Not All Change Is Desirable Distinguish Between Change and Improvement Improvement Means Positive Impact on Learners The Impact of Leadership on Student Outcomes Reflection and Action 2. Understand the Challenge of Improvement Understand Theories of Action Espoused Theories of Action Versus Theories in Use Helping to Change Theories of Action Reflection and Action 3. Two Approaches to Leading Improvement: Bypass and Engage The Limitations of the Bypass Approach The Bypass Approach: A National Initiative From Bypass to Engagement Reflection and Action 4. The Four Phases of Theory Engagement Phase I. Agree on the Problem to Be Solved Phase II. Inquire Into the Relevant Theory of Action Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action Reflection and Action 5. Learning How to Lead Improvement: Coaching That Engages Principals Excerpt 1: Engage Others’ Thinking Excerpt 2: The Self-Referential Critique Excerpt 3: Bypass and Reframing Reflection and Action 6. Learning How to Lead Improvement: Professional Learning That Engages Participants The Context Phase I. Agree on the Problem to Be Solved Phase II. Reveal the Relevant Theories of Action Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action Reflection and Action Afterword by Stephen Dinham References Index

Read more less

Book SynopsisDisruptive Womenis your guide to changing the status quo in the education system.Drawing from rich, varied perspectives from across the global WomenEd community it offers guidance, solidarity and real-life examples of how to make change happen in four vital areas: Increasing the representation of women in educational leadership Breaking down barriers that exclude diverse women from leadership roles Disrupting the gender pay gap for women leaders Championing flexible working for more equitable working cultures This is unmissable reading for anyone working in schools, universities and other educational organisations who recognises the need to disrupt, innovate and to change education to be more inclusive, equitable and diverse.

Read more less

Book SynopsisThrough the real-life stories of women leaders in education, drawn from across the #WomenEd community, this book offers guidance and inspiration on how to rise above challenging situations and find personal and professional growth. It′s time to: -Tackle imposter syndrome -Know your worth -Ask for what you need -Call out unacceptable behavior -Put yourself first when necessary -Raise your voice until it′s heard It′s time to own your journey and your story - it′s time to become 10% braver. Table of ContentsPart 1: Braver in the workplace Chapter 1: Being 10% braver in Higher Education - Dorothy Newbury-Birch Chapter 2: Coffee, Calpol and co-headship - Claire Mitchell and Emma Turner Chapter 3: Taking the heat out of the menopause in the workplace - Michelle Cooke Chapter 4: Learning to dance in the rain - Clare Erasmus Chapter 5: Dynamic part-time leadership - Frances Aston Chapter 6: Making middle leadership count - Emily Rankin Chapter 7: Being a woman and a leader with a disability - Ruth Golding Chapter 8: Investing in ourselves as leaders: a guilty pleasure? - Kerry Jordan-Daus and Lacey Austin Part 2: Advocating for others Chapter 9: When your partner is a female leader - Andy Mitchell Chapter 10: Stand by all women - Keziah Featherstone with Jon Chaloner, Vic Goddard, Dan Morrow and Malcolm Richards Chapter 11: If there isn’t a seat around the table, be the one who buys the chairs - Hilary Goldsmith Chapter 12: What governors can do to build inclusive workplaces - Lesley Dolben and Natalie de Silva Part 3: Braving the change Chapter 13: Retirement is not a dirty word - Fiona McSorley Chapter 14: Returning to teaching and leadership after illness - Rachael Paget Chapter 15: Being an international school leader - Liz Free with Sue Aspinall, Ruth Barsby and Pauline O’Brien Chapter 16: A small fish in a big pond: educational leadership outside of a school environment - Lizana Oberholzer Chapter 17: Overcoming the challenges of a woman leader with a disability in education - Sharon McCormack Part 4: Daring to be different Chapter 18: Being taken seriously as a young leader: Can I see your ID? - Gemma Sant Chapter 19: Why it’s ‘in’ to be an introverted leader? - Alex Fairlamb Chapter 20: Let me take you on a journey… - Jules Daulby Chapter 21: Walking Gaily Forward - Lisa Hannay Part 5: Owning our bravery Chapter 22: Brave vulnerability - Debra Rutley Chapter 23: Being comfortable and authentic as an LGBT+ leader and role model - Claire Nicholls Chapter 24: Asylum - Felicity King Chapter 25: Slaying the dragon of imposter syndrome - Imogen Senior Chapter 26: Moving mindsets and failing forward - Jacinta Calzada-Mayronne and Melissa Egri-McCauley Part 6: Tackling an unfair system Chapter 27: We can’t be what we can’t see: Make sure you’re not the one blocking the view - Penny Rabiger Chapter 28: What to do if you find yourself working for a bully - Beatus Magistra Chapter 29: Pregnant and screwed - Hannah Dalton and Kiran Mahil Chapter 30: Dealing with the motherhood penalty as a leader - Naomi Shenton Chapter 31: Time to say goodbye - Bukky Yusuf Chapter 32: Inspiring the future - Vivienne Porritt

Read more less

Book SynopsisThe Second Edition of The SAGE Handbook of Leadership provides not only an in-depth overview the current field of leadership studies, but also a map into the future debates, innovations and priorities of where the field will move to. Featuring all new chapters from a global community of leading and emerging scholars, each chapter offers a comprehensive, critical overview of an aspect of leadership, a discussion of key debates and research, and a review of the emerging issues in its area. Featuring an innovative structure divided by prepositions, this brand-new edition moves away from essentializing boundaries, and instead seeks to create synergies between different schools of leadership. A key feature of the second edition, is the attention to sensemaking (exploring the current themes, structures and ideas that comprise each topic) and sensebreaking (disrupting, critiquing and refreshing each topic). Suitable for students and researchers alike, this second edition is a critical site of reference for the study of leadership. PART 1: Between: Leadership as a Social, Socio-cognitive and Practical Phenomenon PART 2: About: Exploring the Individual and Interpersonal Facets of Leadership PART 3: Through: Leadership Seen Through Contemporary Frames PART 4: Within: Leadership as a Contextually Bound Phenomenon PART 5: But: A Critical Examination of LeadershipTrade ReviewSometimes second editions of textbooks are merely marginal updates: additive rather than innovative. But this second edition of the SAGE Handbook of Leadership is a completely new collection of stunning chapters by eminent scholars across the globe. If there was a compulsory purchase for leadership scholars at this juncture it would be this. -- Keith GrintTable of ContentsIntroduction - Michelle Bligh, Brigid Carroll, Olga Epitropaki, Magnus Larsson and Doris Schedlitzki Part 1: Between: Leadership as a Social, Socio-cognitive and Practical Phenomenon - Magnus Larsson Chapter 1: Pluralism in studies on plural leadership: Analysis and perspectives - Jean-Louis Denis; Nancy Côté; Élizabeth Côté-Boileau Chapter 2: Leadership and practice: Re-constructing leadership as a phenomenon - Lucia Crevani; Inti Lammi Chapter 3: Leadership in Interaction - Magnus Larsson, Frank Meier Chapter 4: The quality of relationships: An exploration of current Leader-Member Exchange (LMX) research and future possibilities - Catherine R. Holt, Allan Lee Chapter 5: Embodying Who We Are: Social Identity and Leadership - Daan van Knippenberg Chapter 6: Romance of Leadership - Birgit Schyns, Gretchen V. Lester Chapter 7: What is “Functional” About Distributed Leadership in Teams? - Joshua Pearman, Emily Gerkin, Dorothy R. Carter Chapter 8: Followship - Teresa Almeida, Nelson Campos Ramalho, Francisco Esteves Part 2: About: Exploring the Individual and Interpersonal Facets of Leadership - Michelle Bligh Chapter 9: Leadership as contextualized personality traits - Reinout de Vries, Jan Pletzer, Amanda Julian, Kimberley Breevaart Chapter 10: Implicit Leadership and Followership Theories: From the leader/follower within and between to leaders/followers in plural and in flux - Olga Epitropaki, Bryan P. Acton, Karolina W. Nieberle Chapter 11: Leadership, Emotion Regulation and Sensemaking - Ashlea Troth, Peter Jordan, Neal Ashkanasy Chapter 12: Authentic Leadership or authenticity in leadership? Finding a better home for our leadership aspirations - Marian Iszatt-White Chapter 13: Redefining Followership - Jay Conger Chapter 14: Leadership development: Past, present, and future - David Day, Darja Kragt Chapter 15: Psychoanalysis and leadership - Yiannis Gabriel Chapter 16: Leadership Beyond the Leader to Relationship Quality - H Martinez, Richard Boyatzis Chapter 17: The Myth of the Passions: Reason, Emotions, and Ethics in Leadership - Joanne Ciulla Chapter 18: Responsible Leadership: From Theory building to Impact Mobilisation - Brad Jackson; Steve Kempster; Chaturi Liyanage, Sudong Shang, Peter Sun Chapter 19: Self-Regulatory Focus and Leadership: It’s All About Context - Marianna Delegach, Ronit Kark, Dina Van Dijk Part 3: Through: Leadership Seen Through Contemporary Frames - Brigid Carroll Chapter 20: Critiquing leadership and gender research through a feminist lens - Jackie Ford; Julia Morgan Chapter 21: Problematizing communication and providing inspiration: The potential of a CCO perspective for leadership studies - Viviane Sergei Chapter 22: Leadership as Aesthetic and Artful Practice: It′s not always Pretty - Donna Ladkin Chapter 23: Process theory approaches to leadership - Simon Kelly Chapter 24: Technology and Leadership - Owain Smolovic-Jones, David Hollis Chapter 25: Indigenous Leadership as a Conscious Adaptive System - Chellie Spiller, Amber Nicholson Chapter 26: Leadership through history: Rethinking the present and future of leadership via a critical appreciation of its past - Suze Wilson Chapter 27: Temporal Considerations in Leadership and Followership - Kent Alipour, Susan Mohammed Chapter 28: Leadership and fiction - Martyna Sliwa Part 4: Within: Leadership as a Contextually Bound Phenomenon - Olga Epitropaki Chapter 29: How and why is context important to leadership? - Burak Oc, Joseph A. Carpini Chapter 30: Leadership within ‘alternatives’ - Stephen Allen, Dermot O′Reilly Chapter 31: Leadership and Culture - Vanessa Iwowo, Peter Case and Samantha Iwowo Chapter 32: From ′Leadership′ to ′Leading′: Power relations, polyarchy and projects - Stewart Clegg, Ace V. Simpson, Miguel Pina e Cunha and Arménio Rego Chapter 33: In Defence of Hesitant Leadership: An Ancient Chinese Perspective - Ralph Bathurst and Michelle Sitong Chen Chapter 34: Popular culture and leadership - Brigitte Biehl and Suvi Satama Chapter 35: The impact of context on healthcare leadership - Lester Levy and Kevin B. Lowe Part 5: But: A Critical Examination of Leadership - Doris Schedlitzki Chapter 36: On destructive leadership - Laura Lunsford, Art Padilla Chapter 37: Leadership and its Alternatives - Mats Alvesson, Martin Blom, Thomas Fischer Chapter 38: Paradoxes in Agentic and Communal Leadership - Jennifer L. Sparr, David Waldman, Eric Kearney Chapter 39: Leadership Dialectics - Gail Fairhurst, David Collinson Chapter 40: Care and Caring Leadership, Positive Attractions and Critical Asymmetries - Leah Tomkins Chapter 41: Politicising the Leader’s Body: From Oppressive Realities to Affective Possibilities - Celina McEwen, Allison Pullen, Carl Rhodes Chapter 42: Leadership as (new) material(ities) practices: Intra-acting, diffracting and agential-cutting with Karen Barad - Nancy Harding Chapter 43: Leadership representation: A critical path to equity - Suzanne Gagnon; Wendy Cukier; Mohamed Elmi

Read more less

Book SynopsisGenerate multifaceted solutions to real-life classroom issues with this innovative, research-based approach to the design and delivery of sustained, collaborative, evidence-informed, and student-focused professional learning.Trade Review"Leading adult learning is difficult and many educators do not have the skills needed, nor do they know where to start. Our mental model of professional learning is skewed by years of substandard learning provided by well meaning leaders. This book will help build capacity for learning leaders to identify shortcomings and improve their craft." -- Terri Iles, Executive Director, Learning Forward Texas"Leading Powerful Professional Learning is a valuable resource to those responsible for designing and facilitating professional learning." -- Amy Colton. Executive Director , Learning Forward Michigan"Leaders often are unaware of the scope of their responsibilities when it comes to professional learning. Leading Powerful Professional Learning′s diagrammatic and metaphoric way of presenting the content allows readers to access the book’s content in a variety of different ways." -- Joellen Killion, Senior Advisor, Learning Forward"Most of what is currently available centers around professional learning for a specific content area (i.e. math, science, reading) but does not focus, in general, on the development, delivery, and evaluation of effective professional learning. Leading Powerful Professional Learning fills a void that currently exists for those of us charged with providing professional learning experiences." Leading Powerful Professional Learning Leading Powerful Professional Learning Leading Powerful Professional Learning -- Eric C. Lee, Director, Jacksonville State University Inservice Center"Leading Powerful Professional Learning provides specific support for those leading professional learning, giving readers the option to read cover to cover or identify specific areas of focus and read those sections. The authors present a book that moves beyond the description of what professional learning is but would provide solid examples and support for those who are leading professional learning in their school and district." -- Bryan McDonald, Assistant Professor, University of Central MissouriTable of ContentsForeword Preface Acknowledgments About the Authors Introduction Chapter 1: The Roots Root #1: Adopting an Evaluative Inquiry Stance Root #2: Valuing and Using Deep Conceptual Knowledge Root #3: Being Agentic Root #4: Being Aware of Cultural Positioning Root #5: Being Metacognitive Root #6: Bringing a Systemic Focus Chapter 2: The Trunk Exercise #1: Trunk: Responsiveness through Relationships with a Generative Improvement Orientation Chapter 3: Branches and Leaves Branch 1: Purpose and Focus DAF #1: Clarifying Purpose DAF #2: Focusing on Valued Student Outcomes DAF #3: Building Coherence DAF #4: Creating Commitment and Taking Action Branch 2: Knowledge and Inquiry DAF #5: Deepening Knowledge DAF #6: Using Evidence Critically DAF #7: Using Focused and Deep Collaborative Inquiry Branch 3: Effective Learning Processes DAF #8: Surfacing and Engaging Theories and Beliefs DAF #9: Navigating Perceptions of Risk DAF #10: Developing Self-Regulation DAF #11: Providing Appropriate Support and Challenge DAF #12: Co-constructing Learning Chapter 4: Facilitating Improvement Facilitating Improvement and Adaptive Expertise How Does Adaptive Expertise Fit With Other Forms of Expertise? Developing Your Own Adaptive Expertise Developing Adaptive Expertise in Others Putting It All Together Research Appendix References

Read more less

Book SynopsisThe Maker movement has been an excellent opportunity for people to become producers rather than just consumers, and schools are recognizing the value of offering students the tools, materials, and skills necessary to design sophisticated and meaningful projects. But teaching technical skills should not be the end goal: At its best, a Maker education teaches students to think and act in creative ways that can be applied to difficult challenges in all areas of life. Three Modes of Making provides a framework for Maker courses in upper grades that teach students creative-process skills through three key Maker modes: Imitation, Modification, and Innovation. Educators will learn the differences between the three Maker modes, their associated skill sets, and gain concrete methods to teach, document, and assess these skills. Through this approach, teachers will enable students to apply them to different creative needs. By focusing on how to teach skill development rather than merely how to build specific objects, Three Modes of Making enables students to improve and enhance their creative skills, and learn ways to apply them to a wide variety of challenges. This book is a road map to developing the creative problem solvers that the world needs for the future.

Read more less

Book SynopsisWritten by Chris Dyson, Parklands: A school built on love is a heartwarming account of Parklands School's transformative journey towards becoming a safe, loving environment in which all of its learners can thrive.Trade Review'Parklands: a school built on love' captures the energy and empathy that you experience when you visit the school. It offers an insight into the wholehearted and warm-hearted commitment of everyone who works in the school and illuminates how and why every child at Parklands develops a love for learning and achievement. It also highlights what is possible when a school connects with, and responds to, the lived experience and needs of their community. Chris Dyson's love for what he does shines throughout.Professor Tim O'BrienI have been in education for 57 years and have worked in so very many wonderful schools with outstanding staff, leadership and ethos, yet I can honestly say - hand on heart - I have never experienced the consistent and absolute belonging and love that envelope every single child in Parklands Primary School, Leeds. The joy, when within school, of the many impoverished children at Parklands is overwhelming and brings a huge smile to my face and an occasional tear to my eye.This book celebrates the saving of a school in one of the most deprived districts in the country, after years of crisis and conflict. It tells the story of how the absolute love and commitment of one head won over the hearts and minds of the children, the staff and the families it serves. It tracks the journey of not only changing the culture of the school but of instilling a huge love of learning and a shared pride in the amazing standards of achievement now seen in all they do.Ros WilsonA hard-nosed take on love as a driver for school improvement. Parklands: A School Built on Love is heart warming and heart breaking in equal measure. It's poignant, punchy and practical. We can't all be Chris but we can all learn from the way he works.Mary MyattHaving had the privilege of working as SENDCo at Parklands for just over 3 years (2017-2020) before retiring, I am one of the lucky ones who have experienced and contributed to the love that underpins and drives the school. This book beautifully sums up the force of nature that is Chris Dyson and the full on journey of the Parklands team to turn the school around with high expectations, consistency, respect, inclusion, team work, music and hearts full of love.There is something for everyone working in schools today to take away and adapt for their own setting.Beth BennettThe parklands story is an incredible example of the power of great leadership, lots of laughter and (in the very words of the author) big love! For all leaders, not just in education, this is a must read if you're interested in creating transformational change. Chris and team - you are genuine change makers!Drew PoveyThere is an honesty, a passion and an integrity that shine throughout this book, sprinkled with snippets of humour, and these combine to make for a fascinating and engaging read. It provides an in-depth insight into what makes Parklands such an exceptional school for children, staff, parents, and governors; team-work, the enrichment of experiences and the securing and allocation of resources are notable features. A visit to this school totally validates the book's key messages - the sharing in an atmosphere of engagement and challenge, of innovation and variety, of care and warmth - a school that serves, supports and challenges its community in equal measure, where love and safeguarding go hand in hand, where children are happy, flourish and excel.This is the sort of school I wish I had attended as a child when growing up in what was euphemistically described as "an education priority area". If only the Parklands' priorities described in this book had been similarly identified and addressed then! Parklands is a school that every child deserves.To every teacher, to every aspiring leader (whatever area you work in) read this book, if possible visit the school - you will not be disappointed!John SharpeParklands isn't just a school, it does everything it can to be the beating heart of the community, a heart filled with love. Not the saccharine Hallmark Valentine's Card love, but the deep unconditional love you reserve for family. That's because everyone who is in the Parklands Community is family.Chris invites everyone in to be part of that family. Locking your community outside the school gate builds barriers, getting them through wide open doors and making them feel welcome builds trust, relationships, and a sense of belonging. This book shares how Chris and the staff at Parklands have built all of that and used it as a launch pad for the success of their pupils.Ben BrownWhat a book! What a school! Having been lucky enough to have tears of joy streaming down my face at hearing the whole school roaring out 'Sweet Caroline' not once, but twice, with all the crowd, me included, swaying and dancing, I can testify that this is a school truly built on love. You'll find more than this in here though, Chris is a magician when it comes to generating cash. 500,000 extra is a lot of money for a primary school with a PAN of 45. There are fund-raising ideas, pedagogy ideas, curriculum ideas, competitions, reindeer and fake snow a plenty and that's only the half-of it. An education book to savour! And finally reading about Jason, another great big happy tear dribbled down my face too, because what Parklands did for Jason is what they would do for any member of their community. A stunning achievement Mr. Dyson, my hat is off to you and your school!Paul GarveyChris shares the journey of the Parklands team in turning around a school and its community. An easy read, full of useful tips for aspiring leaders. A turnaround based on Love. Not the fluffy kind, but "love that is full of hope, ambition and the highest expectations." I would have loved to have seen the faces of the bankers and accountants in a times table face off with 5/6 year olds! The book is brought up to 2021 with a postscript which reduced me to tears then made me howl with laughter. Highly recommended.Raj UnsworthI visit 100s of schools around the world as part of my day job. Not only do the Parklands primary school staff exude a passion for working at the school, but Dyson himself embodies how leadership can be - a school led with rigour and love, rather than accountability and discipline. Not all schools are led in this way, and not every teacher loves the school they teach in, sadly. Parklands is a 'stand out' memory for me and I encourage you to visit; this book provides only a gilmour into the miracles that happen day-to-day, behind the scenes.Ross McGill

Read more less

Book SynopsisRestorative circles are an effective way of implementing restorative justice, through starting a conversation wider than just the victim and the offender. Proven to be an effective way of healing and building relationships, tackling bullying within schools and providing a sense of community, this book gives everything needed for a school to start implementing restorative circles.Accompanied by illustrations, interviews and case studies to show how to start using restorative circles, this practical guide is the perfect introduction for schools looking to improve their methods of conflict resolution.

Read more less

Book Synopsis

Read more less

Book SynopsisTalkabout Sex & Relationships 2 is a comprehensive toolkit for all therapists, educators and support staff who deliver sex education to people with special needs. It is intended primarily to support groupwork but activities can be easily adapted to suit the needs of individuals with varying abilities.The resource emphasises the importance of being well informed in regards to the physical, interpersonal and emotional aspects of sex; including body awareness, consent, sexual health and guidelines for a healthy sexual relationship. It is packed with practical activities which are designed to open up discussion around sensitive issues in a fun, informative and non-judgemental way. Each activity comes with guidance for practitioners on how to prepare for and delivery the sessions. Features include: guidelines to assess the suitability of students for the programme visually appealing and engaging activities with full colour illustrations photocopiable activities which can also be downloaded for free on the accompanying website template letters for parental permission in delivering the sessions This toolkit is the second in a two volume set, the first of which focuses on relationships. Created by Alex Kelly and Emily Dennis as part of the bestselling Talkabout series, this publication constitutes the most complete and trustworthy set of resources available for groupwork focussing on sex and relationships for people with special needs. Table of ContentsIntroduction Assessment Topic 1: Working together Topic 2: Body Awareness Topic 3: Let’s talk about sex Topic 4: Sex rules Topic 5: Sex aware Forms References Index

Read more less

Book Synopsis

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

Book SynopsisIn Districts That Succeed, long-time education writer Karin Chenoweth turns her attention from effective schools to effective districts. Leveraging new, cutting-edge national research on district performance as well as in-depth reporting, Chenoweth profiles five districts that have successfully broken the correlation between race, poverty, and achievement. Focusing on high performing or rapidly improving districts that serve children of color and children from low-income backgrounds, the book explores the common elements that have led to the districts’ successes, including leadership, processes, and systems. Districts That Succeed reveals that helping more students achieve is not a matter of adopting a program or practice. Rather, it requires developing a district-wide culture where all adults feel responsible for the academic well-being of students and adopt systems and processes that support that culture. Chenoweth explores how districts, from urban Chicago, Illinois to suburban Seaford, Delaware, have organized themselves to look at data to guide improvement. Her research highlights the essential role of districts in closing achievement gaps and illustrates how successful outliers can serve as resources for other districts. With important lessons for district leaders and policy makers alike, Chenoweth offers the hard-won wisdom of educators who understand the power of schools to, as one superintendent says, “change the path of poverty.”

Read more less

Book SynopsisThis book will be of interest to policy makers, researchers, educators, PhD/MPhil and graduate students, principals, headteachers, coordinators, heads of departments, and training schools and colleges across developing countries and beyond.

Read more less

Book SynopsisMeetings allow us to bring people together to inspire each other, solve problems and make a difference. Yet, we all spend too much time in dull, frustrating meetings where little is achieved and even less is followed up on afterwards. In Hold Successful Meetings, executive coach and former Google leader Caterina Kostoula will change all this. Her unique framework will:- Equip you to hold fewer, more purposeful meetings- Create a creative and inclusive environment- Leave participants inspired and ready to take actionWhether virtual or in-person, people will leave your meetings inspired by the value you created together and ready to make an impact.''I bought this for my whole team at Google!'' Reader review

Read more less

Book SynopsisFrom the Disney Teacher of the Year and New York Times bestselling author comes the ideal updated companion to the revised edition of The Essential 55. Ron Clark''s The Essential 55 took the country by storm, selling over over one million copies. Now he provides a new edition of the companion workbook with fresh exercises for teachers and parents to transform any child into a successful student.The Essential 55 Workbook is full of easy-to-do lessons to help you reinforce The Essential 55 rules that every child should know. With a series of self-tests, exercises, and questionnaires, The Essential 55 Workbook allows you to adapt Ron Clark''s successful tools to your own situation. With determination, discipline, and regular rewards, the children you stick by will be the children you come to admire.

Read more less

Book SynopsisThe Educatorsâ Guide to Whole-school Wellbeing addresses challenges faced by schools wanting to improve wellbeing. While many schools globally now understand the need to promote and protect student wellbeing, they often find themselves stuck â not knowing where to start, what to prioritise, or how to implement whole-school change. This book fills that gap.This book provides companionship through rich stories from schools around the world that have created wellbeing practices that work for their schools. It guides educators through processes that help create individualised, contextualised school wellbeing plans. With chapters addressing âwhy wellbeing?â, âwhat is whole school?â, change dynamics, measurement, staff wellbeing, coaching, cultural responsiveness, and how to build buy-in, it is the first of its kind. Balancing research and practice for each topic with expert practitioner and researcher insights, this book gives schools access to best-practice guidance fromTrade ReviewA highly practical book that provides the most comprehensive overview to date of positive education.Dr Toni Noble, co-author of the Bounce Back programmeEveryone working in this field would want a copy of this excellent book.Dr Sue Roffey, Director of Growing Great Schools WorldwideLucy Hone and Denise Quinlan, two of the leaders in the world’s positive education field, have written this critical book for all educators (or any person working in a school).Ryan Niemiec, VIA Institute on CharacterTable of ContentsForewordAcknowledgementsPreface List of Figures, Tables, Boxes, Expert Insights, and Case StudiesChapter 1. IntroductionChapter 2. What Do We Mean By Whole-School?Chapter 3. Whole-school Wellbeing is Taught: The Explicit CurriculumChapter 4. Whole-school Wellbeing is Caught: The Implicit CurriculumChapter 5. Understanding Change DynamicsChapter 6. Building OwnershipChapter 7. Choosing a Wellbeing Model for Your SchoolChapter 8. Measurement and EvaluationChapter 9. The Sandpit PhaseChapter 10. Building an Effective TeamChapter 11. Cultural Responsiveness and WellbeingChapter 12. Promoting Educator WellbeingChapter 13. Partnering with StudentsChapter 14. Connecting with Parents, Caregivers and the Wider CommunityChapter 15. Promoting Wellbeing Through Coaching in SchoolsChapter 16. Lessons learned from a Decade of Wellbeing in Education

Read more less

Book SynopsisStudy Skills for Foundation Degrees offers a step-by-step guide to the skills needed to successfully complete a Foundation Degree. Filled with activities and useful tips, it will help students to move from nervous novice to confident expert and provide them with the necessary tools to accomplish this. Table of Contents1. Preparing for Foundation Degree Study 2. Learning as an Adult 3. Effective Reading and Note-taking Strategies 4. Developing your Oral Presentation Skills 5. Data Collection and Presentation 6. Effective Academic Writing Techniques - Essays 7. Effective Academic Writing Techniques – Other Types of Assignments 8. Referencing and Avoiding Plagiarism 9. Using Technology to Enhance your Learning 10. How to manage your time, handle stress and cope with exams 11. Reflective Practice and Continuing Professional Development 12. Progressing to an Honours Degree and Producing a Winning CV

Read more less

Book SynopsisBeing an Effective Programme Leader in Higher Education is a practical guide designed to help navigate the complex academic, pastoral, and administrative challenges that come with working in this position. This book looks at topics such as leadership, personal tutoring, and academic and student support mechanisms from the unique perspective of the programme leader. It gives suggestions for effective ways to lead a programme, incorporates practical advice on some key leadership skills, and offers proven strategies from across various contexts within the role. Vignettes, which include descriptions of authentic situations provided by programme leaders, sit alongside probing questions to prompt reflection for professional development.This practical text is a must-read for programme leaders working in higher education and provides the guidance necessary to help them create an environment that is inclusive, caring, compassionate, and supportive. Trade Review"Programme leadership is arguably one of the most important roles in HE in supporting student success, but there are sparingly few books on the subject. This new book authored by an experienced programme leader tackles this vacuum and provides an evidence-based and practice-informed overview of effective programme leadership. Chapters deal with a range of responsibilities, each supported by vignettes applying their learning. This book is a must for anyone in a programmme leadership role."-Ian Turner NTF PFHEA FRSB MCSFS, Professor of Learning and Teaching in Higher EducationTable of Contents1. Leadership 2. Your Support Mechanisms 3. Quality 4. Programme Design and Approval 5. Student Experience 6. Involving External Expertise 7. Work-based Learning

Read more less

Book SynopsisBusy school leaders need practical research-based guidance about effective educational leadership: the particular types of leadership practice that have the most pay-off in terms of improved academic and social learning of their students.Table of ContentsFigures and Tables vii The Author ix Acknowledgments xi 1 The “What” and the “How” of Student-Centered Leadership 1 2 Three Capabilities for Student-Centered Leadership 21 3 Dimension One: Establishing Goals and Expectations 45 4 Dimension Two: Resourcing Strategically 61 5 Dimension Three: Ensuring Quality Teaching 81 6 Dimension Four: Leading Teacher Learning and Development 103 7 Dimension Five: Ensuring an Orderly and Safe Environment 125 8 Putting Education Back into Educational Leadership 143 References 157 Index 167

Read more less