Educational administration and organization Books

Book SynopsisThere is a lack of studies and practical resources available for supporting the professional development of middle leaders. Based on research and consultations with influential school middle leaders, Middle Leadership in Schools presents ideas and actions designed specifically to stimulate and enhance educators leading from the middle, as a catalyst to enable them to do what they do with greater influence and impact. Each chapter focuses on a challenge of leading from the middle, drawing from successful practice and case studies whilst providing contemporary research and practical strategies to guide middle leaders to success. Offering a unique combination of academic rigour and practical advice, Middle Leadership in Schools is essential reading for teachers, current and aspiring middle leaders, school leaders, and postgraduate students studying educational leadership.Trade Review“Middle leadership in schools: Ideas and actions for navigating the muddy waters of middle leading” is a unique book in that it brings together practitioners, researchers, consultants, and administrators, to share their stories and ideas about middle leadership in schools. Thus, each chapter is both theoretically robust and pragmatically relevant. This is important because in each case the wisdom that is shared is reliable and relatable, and written in a style that is accessible to all. Middle leaders provide crucial leadership in schools – in and around classrooms where the purposes of education are enacted and fulfilled, so this is an important volume in that it provides needed professional learning for these key leaders. Furthermore, the chapters cover some of the fundamental practices of middle leadership, including the development and maintenance of trust, how to lead change and innovation through action research, and strategic thinking and planning. I commend the chapters in this book to school middle leaders, as important insights that can help you reflect upon, and develop, your own middle leading practices in your own educational site. -- Peter Grootenboer, Professor of Education, Griffith UniversityMiddle Leadership in Schools is a powerful guide that brilliantly illuminates the challenges and opportunities faced by middle leaders. With its diverse perspectives from across Australia, this book is an invaluable companion for anyone navigating the muddy waters of middle leading. I wish I had this treasure during my own middle leadership journey! -- Lauren Sayer, Director Curriculum, Victorian Curriculum Assessment AuthorityThis is a book for aspiring school middle leaders. It sets out the complexities of the role so that you will know what to expect. It is valuable for current middle leaders. It illustrates the volatility of the job you’re doing and help you understand why your job can be so tricky to carry out. Senior leaders will benefit from reading it. It will assist you to unravel the challenges of getting the best from your organisation’s middle layer. The range of expertise on show makes this an easy to read yet thought provoking book. It bridges the gap between the regularly criticised “ivory tower” academic approach and purely anecdotal, bias laden non-generalisable accounts. The structure is clear and ensures the reader thinks about the content. Guiding questions and reflective questions and tasks steer you though varying perspectives. Real-world experiences are supported and underpinned by academic citations. This is important when discussing crucial middle leader issues such as identity, trust and authenticity. It is a book that has sought the opinion and critical appreciation of those doing this vital work in schools and robustly validated it. It works well. It is an important addition to school middle leadership literature. -- - Bill Lowe, Responsible for the design and delivery of Education Leadership in the Education MA at Newman University, Birmingham, UK. Author of Middle Leadership for 21st Century Schools. Crown House.Middle level leadership is the engine room for positive change in a school. I have been privileged to work with Liz in the hard graft of positive school improvement from the middle and to learn from Barbara and Patrick’s work over many years. I strongly recommend their thoughtful, expert and empathetic approach to bringing the best minds in middle leadership together in this essential book on building a thriving school and future for senior leadership. -- - Karen Money, Regional Director, Victorian Department of EducationTable of ContentsLeading Other and Empowering Yourself Chapter 1. Middle Leader Identity; Samuel Alexeeff, Emma Dearing, Dr Kylie Lipscombe, and Dr Sharon Tindall-Ford Chapter 2. Learning About and Leading from the Middle: Stories from Three Women Middle Leaders; Danielle Cioffi, Nichole Tiller, Lucy Warnock, and Barbara Watterston Chapter 3. Middle Leaders can Influence What Really Matters in Their Schools; Jodie Schafer and Patrick Duignan Chapter 4. Developing Middle Leaders in Catholic Schools; Michael Harrison and Louisa Rennie Collaborating and Communicating Chapter 5. Relational Trust as Community Building Practice; Jessica Pound and Christine Edwards-Groves Chapter 6. Leading Out, to Lead In: Developing in the Absence of Strong Leadership; Steven Kolber and Stephanie Salazar Chapter 7. Using Action Research to Drive Teacher Professional Learning; Sarah Gunn and Pamela Macklin Leading Learning and Leading Change for Improvement Chapter 8. Middle Leaders: Strategic Thinkers and Strategic Planners; Elizabeth Benson Chapter 9. Middle Leaders as Innovators in Curriculum Improvement; Wendy McKay and Donna Pendergast Chapter 10. Middle Leaders, Professional Standards and Leadership Growth; Elizabeth Benson, Jenny Lewis, and Danny Pinchas

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Book SynopsisLeading for Equity in Uncertain Times outlines a regenerative process for educational leaders developed in response to the disruption and crises caused by the social happenings of the Covid-19 pandemic, the racial justice reckoning after the George Floyd murder, and the political polarization paralyzing the United States. Each of these significant occurrences has left a lasting impact on school leaders, their teachers, students, families, and school communities. Educational leaders and scholars are just beginning to unravel the effects of this social phenomena on themselves personally and professionally, and on those they lead, teach, and support. Inequities that existed before are now magnified and untenable. Using a classic grounded theory research approach, Candelarie explores the implementation of The Regenerative Process, and how educational leaders can use this process to identify needed actions to respond to crisis, disruption, and change within their schools and educational organizations. These actions will regenerate education to a better, higher, more worthy state that is equitable and socially just.Table of ContentsIntroduction Chapter 1. Regenerative Leadership Chapter 2. The Regenerative Process Chapter 3. Grounded Theory Methodology Chapter 4. Recognition Chapter 5. Reconnection Chapter 6. Reconciliation Chapter 7. Reciprocity Chapter 8. Reconstruction and Revolution Closing

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Book SynopsisFor nearly forty years John Wilson travelled the length and breadth of Scotland as a school inspector. From orkney to campbeltown and Jura to Dundee, he visited hundreds of schools and met thousands of teachers and pupils. In these memoirs, first published in 1928, he paints an insightful yet humorous picture of life in the country’s schools after the 1872 education Act, which brought free schooling for all Scottish children between the ages of five and ten.

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Book SynopsisAlistair Smith visited 20 of the top performing state schools to ask the question, 'what makes them successful?' He asked the same questions in each school and in High Performers he shares the findings. The book will appeal to school leaders and classroom practitioners. It gives sound evidence based guidance on what some of the best have done to succeed on the learning journey. It focuses on: Core purpose Student outcomes Learner engagement Classroom teaching Roles and responsibilities Professional development Managing data High Performers is a practical 'how to' guide, packed with tips and drawing on original research.

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Book SynopsisWhat would a genuinely supportive school day look like in real practice, for children who have experienced attachment difficulties and developmental vulnerability? What are the core features of an attachment-friendly school? How can we promote inclusion and positively affect learning outcomes amongst pupils in need, at risk, in care and adopted? Loiuse Bomber, teacher, therapist, trainer and author of the critically acclaimed number one selling book on behavioural difficulties Inside I'm Hurting, draws on her extensive experience in working with these children and young people. The book is full of practical ideas that can easily be integrated into the busy-ness of everyday school life. Complicated methods and procedures are unnecessary - the good news is that genuine relationship will provide children and adolescents who have experienced relational traumas and losses with the core support they need.Trade ReviewTrue school inclusion is like an onion: Louise's book provides layer upon layer of strategies and understanding for those practitioners who hold inclusion in their core - Lauren Wallace, Learning Mentor CoordinatorTable of ContentsA practical resource for teachers, psychologists, parents, Sure Start and nursery staff, governors, eduvcational; policy makers, counsellors, SENCOs and school support staff.

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Book SynopsisPaul Garvey uses his experience as a teacher, inspector and a National Strategies consultant to advise educators and schools on how his Talk For Teaching method can help them take control of their Professional Development - without it increasing costs or taking up valuable lesson time. Educators learn how 'Talk for Teaching' can be applied, by utilising experiences from all members of your teaching staff from TAs to heads. All play a vital role in the improvement of the teaching quality throughout the school, whilst improving morale as well. Full of experiences from teachers, headteachers and inspectors, as well as Garvey's own personal experiences, this is not a book to be missed for anyone looking to journey towards teaching excellence. Talk for Teaching clearly works. This is what Ofsted said about the result of putting Talk for Teaching at the heart of a school's programme for improving the quality of teaching. The quote is taken from Barnsole Primary's Ofsted report in April 2016: "Together with the deputy headteacher, the headteacher has led the 'Talk for Teaching' programme that has been an instrumental part of transforming the quality of teaching over time. The high-quality teaching in this school now leads to outstanding outcomes for pupils. The school has used this professional development programme to involve leaders, teachers, teaching assistants, governors and other members of the school staff in observing teaching together. They have detailed conversations about the effectiveness of what is seen and how it can be improved. Staff discuss the quality of teaching regularly and freely share ideas about what works well with colleagues."Trade Review"Talk for Teaching is a gift to anyone working within education today. A brilliant idea, a very simple,yet amazingly powerful tool, with which to improve teaching and learning within all educational establishments. Warmly and humorously written, with plenty of engaging and helpful anecdotes." Mike Fairclough, head, West Rise Junior, TES school of the year 2015

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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.

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Book SynopsisresearchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Stuart Lock looks at the evidence surrounding effective school leadership, editing contributions from a wide range of writers.

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Book SynopsisresearchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, James Murphy examines the latest evidence surrounding student literacy, editing contributions from a wide range of writers.

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Book SynopsisSo, you want to be an academy trust leader? This book will show you how. Sir David Carter started his career as a music teacher in several comprehensive schools before spending thirty years in school leadership before becoming one of the first Regional Schools Commissioners and then National School Commissioner. He knows what it feels like to be responsible for multiple schools and how the best leaders make large-scale collaboration work for their teachers, pupils, parents and the whole community. This book will share the recipe for understanding the purpose of academy trust leadership and give insider knowledge of how to do it well and with all stakeholders at the forefront of your mission.

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Book SynopsisTeaching is tough, yet its rewards are huge. Every teacher wants to carry on getting better and better at what they do, but when you have so much on your plate already and only so many hours in the day, how can you find time for professional development? That’s where 60-Second CPD comes in. This book is a compendium of 239 easily accessible ideas and theories for professional development, each digestible in roughly 60 seconds. It’s a book that every teacher and leader, in every primary and secondary school, can return to again and again as the year moves on and their career progresses. Hanna Beech and Ross Morrison McGill have distilled the million and one ideas out there into one practical, concise and inspiration-packed book designed to build knowledge, provide opportunities for deep thought and reflection, and facilitate the sharing of ideas among colleagues and teams.

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Book SynopsisThere are a lot of redundant processes in schools. We need to take a hard look at these and consider whether they are adding value to the core purpose of schools. We need to apply Greg McKeown's 'disciplined pursuit of less' in order to create the time and space to do deep, satisfying work on the curriculum. This means that there will be some hard choices and recognise that if we cannot do everything, we need to move to a space which acknowledges there will be trade offs. This is more than a workload issue, it is about focusing our efforts on the most important agenda item in schools today - the development of an ambitious curriculum for every child, in every school.

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Book SynopsisIn the words of Bill Gates, 'We all need people who give us feedback. That's how we improve.' The art of giving feedback is widely recognised as one of the most powerful tools in education and equally one of the most variable aspects in the way it is applied. In The Feedback Pendulum, Michael aims to explore how the use of feedback has evolved over time, drawing on a combination of research and sharing experiences, and examples of best practices across the different phases of education to establish a culture of efficient and effective feedback that supports the teaching and learning cycle. This book will unpick the research, the experience of expert practitioners, and practical strategies in the different phases of education, including: the evolution of feedback over time; pre-school feedback; primary and secondary school feedback; specialist education feedback; parental feedback; and CPD feedback Through the use of spotlights from teachers and an education psychologist's perspective interweaved throughout, Michael provides a manifesto for enhancing feedback in education.Trade ReviewIn ‘The Feedback Pendulum’ Michael Chiles provides insights and examples for tackling the fact that feedback, as we all know, does not always have the desired impact. This thought provoking, practical book helps us get there. It is time, colleagues, to tackle head on, the ghastliness and laziness of generic feedback. It is time to get shot of quality assurance that relies on book scrutiny and the amount of marking in pupils’ books. It is time to have proper conversations about the power of feedback to improve the work of pupils and professionals: ‘The Feedback Pendulum’ is a great starting point. -- Mary Myatt * Educational consultant and author *Feedback is an essential topic for every teacher and school leader. It can impact positively, or negatively, on pupils' learning and on teachers' workload. Too often though, schools are prone to damaging feedback fads. Perhaps the truth of these fads is that school teachers and leaders are uncertain about what feedback really means. Chiles' book is a helpful, pragmatic antidote to those all-too-common feedback fads. It synthesises a range of interesting evidence, voices from leaders and teachers, alongside practical approaches, to build a rich picture of what makes for effective feedback. As such, it provides vital food for thought for teachers and leaders of all stripes. -- Alex Quigley

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Book SynopsisUncertainty is a fact of life. You can never know enough to make perfect decisions. Understanding this helps us balance an awareness of our tendency towards overconfidence with an acceptance of our own fallibility. The book discusses two opposed models of school improvement: the deficit model (which assumes problems are someone’s fault) and the surplus model (which assumes problems are unintended systemic flaws). By aligning ourselves to a surplus model we can create a system of Intelligent Accountability. The principles that make this possible are trust, accountability and fairness. While we thrive when trusted, unless someone cares about – and is holding us to account – for what we do, we’re unlikely to be our best. Some teachers deserve more trust and require less scrutiny than others, but in order to satisfy the demands of equality we end up treating all teachers as equally untrustworthy. The more we trust teachers, the more autonomy they should be given. To pursue a system of fair inequality we must accept that autonomy must be earned.Trade ReviewIt is often cited that good is the enemy of excellence but what is excellence? Can one person's definition of excellence be another person's satisfactory? David challenges us to think hard, to think deep and to think in an evidence informed manner about how to help teachers to flourish, how to keep the core job of teaching the core job. Didau really challenges the reader to consider carefully how leaders can create a climate and culture that allows teachers to thrive. This is an excellent book. Want to challenge your long held views? Read it! -- Samuel Strickland * Headeacher *For years education needed someone to explain what accountability actually is and how it can be more than a horrible punishment. This book delivers on that need, and then some. A magisterial sweep of research from psychology, sociology, and economics all with the aim of helping school leaders support genuine improvements in teaching as opposed to simply generating feel-good moments. Not just about accountability, this book looks deeply at what it means to be a moral, good and intelligent leader - an extraordinary read, thoroughly recommended. -- Laura McInerney * Education journalist and co-founder of Teacher Tapp *This is a thoughtful book that will help school leaders to run better schools. It goes beyond the hero model of school leadership to get to the substance of school improvement. I recommend it to leaders at all stages in their careers. -- Stuart Lock * CEO, Advantage Schools *What should we do if we find there’s evidence that outcomes for pupils are higher, by a margin, if they are in schools where their teachers experience high levels of collegiality? Well we don’t dismiss the evidence: instead, we take a hard look at the constituents that make collegiality a reality. And this is what ‘Intelligent Accountability’ sets out to do. It helps us to move beyond the pious, motherhood and apple statements of some ‘vision’ statements to the gritty detail of getting the work done. Didau gives us a compelling picture of what happens when clumsy accountability measures are exposed for their crude proxies of compliance; and when these are replaced with environments where professionals are likely to thrive. Spoiler alert: they have nothing to do with spreadsheets. The discussions arising from this thought-provoking book will help the sector move from the deficit model of school improvement to a surplus model. Highly recommended. -- Mary Myatt * Education writer and adviser *Didau is at it again – with his signature blend of incisive analysis and productive philosophising – this time treating us to a new lens with which to examine and improve leadership in schools. -- Peps Mccrea * Dean of Ambition Institute and Author of the High Impact Teaching series *

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Book SynopsisBeing a leader in education is an always-on job. There’s always more to do, more staff and children to help. So how can a leader ensure that they are doing the right things, at the right time, without burning themselves out?Professor Toby Salt has worked in some of the hardest, most stress-inducing jobs in the wider education space, as well as juggling a large family. How did he make it work? Sometimes with great techniques, sometimes with bitter experience.The Juggling Act gives leaders in education and the wider public sector clear advice about how to manage the constant juggling act of professional and personal life. It reveals how to handle the logistics of management life: meetings, time management, technology. As well as how to handle the emotional parts: births, deaths, redundancies, missing your kids’ important moments, sticking to your values, and everything in between. It is an accessible read filled with anecdotes humour and experience.

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Book SynopsisIn an increasingly frenetic world too many leaders have lost sight of the simple yet profound wisdom associated with practical action, otherwise known as phronesis. Phronesis is an ancient Greek word associated with good judgement and good character. At its core, it is about the ability to discern how best to act. Practical wisdom involves acting thoughtfully and virtuously and encouraging others to do the same. Stephen Tierney describes virtue, thought and action – which coalesce in effective leadership – as the Way of Being, Way of Knowing and Way of Doing. Each of the three Ways consist of a number of elements termed the Basics. The Ways of Being: Purpose & Introspection The Ways of Knowing: Specialism & Strategy The Ways of Doing: Implementation, Networking, Guardianship & Expertise Structuring the book around these eight Basics, readers will be challenged and supported to explore each of the Basics from a theoretical perspective and then provided with real world examples of how they were applied by Stephen in his own career in educational leadership. In writing Leadership: Being, Knowing, Doing, Stephen seeks to help leaders explore their own capabilities and potential. Leadership can be learnt. The three Ways with their constituent Basics represent a mirror to help leaders reflect upon and improve their practice. In turn, current leaders are called upon to accept the responsibility to grow the leaders of the future.

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Book SynopsisDon’t jump from problem to solution without first investigating root causes. This book helps you more accurately focus on school improvement issues, so you can avoid wasting precious time and resources. It is clearly written, contains lots of real examples, and is presented in a style and format designed for the non-expert. It will help you make decisions which will improve learning for all students.Table of ContentsChapter 1 Root Cause Basics; Chapter 2 Key Indicators of Student Success; Chapter 3 Root Cause Processes; Chapter 4 Using Root Cause Analysis; Chapter 5 Considerations; Chapter 6 Models and Stories; Chapter 7 Resources;

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Book SynopsisThis book explores the principal’s role in meeting high expectations for student achievement. It provides detailed tips and strategies to show you what principals need to do to: assess and promote a culture and climate for school improvement, build teams and support the work their work, create the conditions so that teacher leaders can emerge, and monitor school improvement effortsTable of ContentsChapter 1 Thinking About School Improvement; Chapter 2 Principals Promote a Healthy Culture and Climate; Chapter 3 Principals Support Teacher Leadership; Chapter 4 Principals Build Strong Teams To Sustain School Improvement; Chapter 5 The Work of the Principal in Planning for School Improvement; Chapter 6 The Work of the Principal in Implementing And Monitoring School Improvement;

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Book SynopsisIn times of globalization, digitalization and demographic change, the COVID-19 pandemic has shown us the fragility and complexity of the world of work. It represents the peak of a process of change in the world of work in economic, social, socio-political and individual psychological terms. This book outlines how effective and future-oriented human resource management can look like in times of demographic and technological change on the one hand and the immediate and lasting effects of the coronavirus pandemic on the other hand. It provides the tools for effective human resource management, summarized in the following seven success factors: demographic-oriented recruitment, strength-oriented workforce deployment, age-appropriate HR development, new generation contract, family and gender, the vital employee, management of interests and expectations. The aim of the book is not only to provide solutions to problems caused by the changing world of work and the pandemic, but also to show how success factors can emerge from these inevitable phenomena. It will be of interest to professionals in the field of human resource management.Table of Contents Part I. The Baseline.- Chapter 1. Demographic Developments and Other Social Phenomena.- Chapter 2. Impact on the Labor Market.- Part II. Routes to Effective Human Resource Management.- Chapter 3. Demography-oriented Recruitment.- Chapter 4. Strength-based Deployment.- Chapter 5. Age and a Ging Appropriate Development.- Chapter 6. A New Generational Contract.- Chapter 7. Gender Equality and Family.- Chapter 8. Employee Vitality.- Chapter 9. Managing Interests and Expectations.- Part III. Summary and Outlook.- Chapter 10. Summary and Outlook.

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Book SynopsisSocialization in childhood and at a young age is marked, not only by measurable factors such as age, sex, ethnic group, religion or parents' income, but also by variables such as depression, aggressiveness, inner calm or serenity.

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Book SynopsisThis book represents the first cross-country study of the work of board chairs in Europe. It focuses on what board leaders actually do, rather than what they should do, and elaborates on a conceptual contingency framework for understanding chairs’ work in Europe. In this second edition, 18 experts from 14 European countries interviewed more than 300 chairs, CEOs, directors and shareholders to detect and compare specific practices and instruments that chairs use to deal with various challenges. Researchers also assessed the impact of the COVID-19 pandemic on the work of chairs and the boards they lead. The book benefits incumbent and future chairs, directors, shareholders, CEOs, executives and regulators in developing a systemic understanding of the work of a chair in the European business context and gaining insights into how the leader of the board deals with specific challenges.Table of Contents1. Work of a Chair in Europe: Context, Content and Evolution 2. The United Kingdom: Indirect Leadership 3. The Netherlands: Nudging Towards a Consensus 4. Switzerland: Diplomacy and Diversity 5. Denmark: Attentive Master of the Boardroom 6. Sweden: Proactive Chairs Engaging Stakeholders 7. Norway: Guardians of Trust 8. Finland: Powerful Downplay 9. Smooth Operator: The Chair as the Drive Belt of the German Governance System 10. Chairs in France: Conducting a Grand Orchestra 11. Italy: Alignment for Effectiveness 12. Spain: From Honoured Authorities to Articulators of Expectations 13. Ukraine: Navigating the Maze 14. Turkey: Between Traditional and Modern Leadership 15. Russia: Powerful Moderation 16. “Top Fives” of Chairing a Board in Europe 17. The Future Role of the Chair in Europe

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Book SynopsisHow to be an Outstanding Primary Teaching Assistant is packed full of advice, tips and strategies to help teaching assistants deliver outstanding support in the primary classroom.Written by an experienced teaching assistant, this book explores the diverse range of roles and responsibilities held by support staff in primary schools and provides guidance on how to tackle them successfully. It features tried-and-tested ideas that can be easily implemented and helps teaching assistants to build a toolbox of skills and strategies to support children throughout their school career, whatever their ability or need. This easy-to-use book includes creative advice on how best to assist the classroom teacher and the children they teach, including those with special educational needs, English as an additional language, or behavioural difficulties. It is an invaluable resource for newly qualified and more experienced teaching assistants.Trade ReviewThis is an incredibly useful guide for both new and more experienced teaching assistants. Emma's personal experience in the classroom shines through and the book highlights just how valuable an outstanding teaching assistant is to any school. * Jenna Lucas, Primary Teacher and English Specialist Leader of Education, @JennaLucas81 *This is a brilliant book and will not only support those embarking on a career as a teaching assistant but also those already in the profession. Written from a wealth of experience, it will enable effective partnerships between teacher and TA to be developed in order to have the greatest impact upon the children. * Rachel Orr, Education Consultant, Teacher and Tutor, @RachelOrr *An excellent book which covers all the basics TAs need, and which will give them a good grounding to start a successful career as a TA. * Parents in Touch *

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Book SynopsisA compelling new book by Angela Browne, star of the BBC2 documentary series SchoolAmidst the voices questioning the efficacy and morality of the UK''s current education system comes a compelling book by Angela Browne, star of the BBC2 documentary series School, offering a new, positive, ground-up approach to leading a school in times of challenge.This essential guide presents a crucial approach to ethical school leadership that places primary and secondary school leaders at the forefront of change in the education system. It provides an in-depth, realistic look at the current system, enabling school leaders to understand and contextualise their roles, before offering practical solutions to help them develop their leadership style, navigate the challenges they face and have a significant impact on their school and wider community.Written in the context of an education system on the edge of a crisis, with students burning out, staff walking out and schools under incrTrade ReviewAuthenticity in leadership is everything. Angela has demonstrated that here in what is a beautifully crafted, deeply honest and hugely insightful book about leading schools. Sometimes books find a zeitgeist: a time, a place, a profound purpose. Lighting the Way does just that. It is a book for our time. Thank you, Angela. -- Dr Richard Gerver * Global leadership expert, @richardgerver *Thoroughly researched and grounded in extensive school leadership experience, Lighting the Way shows Angela Browne “speaking up and speaking out”. This is an honest, courageous and ultimately uplifting book about how leadership has to be both ethical and sustainable. -- Jill Berry * Leadership consultant and former headteacher, @jillberry102 *There are some books that, within just a few pages, you know you are going to both enjoy and feel deliciously challenged by. This is one of those books. A very human and passionate appeal for a kind of school leadership that isn’t just about doing the right things, but about doing them in the right way and for the right reasons. Highlighting the importance of emotional intelligence, the need for genuine self-belief and the power of coaching, this is a manifesto for leading in a different way. Highly recommend! -- Andy Buck * Founder of Leadership Matters and creator of the BASIC Coaching Method, @andy__buck *Her approach to leadership and her belief in people and the importance of a calm and caring team are values applicable to any workplace. -- LoveReading4Schools

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Book SynopsisThis must-read guide to being a primary headteacher is filled with practical guidance, tips and advice on all aspects of headship to support and inspire new, current and aspiring headteachers.Written by a headteacher with over 14 years'' experience at the helm, The Headteacher''s Handbook is the indispensable manual to understanding the role as both an instructional coach and community leader. With a kind and compassionate tone, Rae Snape presents invaluable advice, models, research, motivational quotes and self-reflection questions on a wealth of topics. This includes:- developing and communicating the vision for your school- building a staff team- handling an Ofsted inspection- ensuring inclusion, equality and diversity in your setting- curriculum and assessment design- managing the day-to-day the finances, health and safety, behaviour and everything in-between!The book features examples from Rae''s own experiences as well as contributions from some of the most influential anTrade ReviewThis is a comprehensive guide which covers every aspect of taking on the headteacher role. It is at once practical, honest, insightful and, probably most importantly, incredibly useful. If you're new to headship, or planning a move into the role, this is a must-read book. -- Sue Cowley * Author, teacher trainer, presenter and early years manager. Her latest book is 'Learning Behaviours'. @Sue_Cowley *If you are aspiring to primary headship or have just been appointed, then this book is your must-read guide to being an outstanding leader of your school. -- Dr Neil Hawkes * Former headteacher and founder of Values-based Education, @neilhawkes *This collection of advice, reflections, warnings and exhortations provides an indispensable handbook not just for the new headteacher but as a refresh for those who have served a while. And in the best headteacher tradition, the author tells some compelling stories too. -- Roy Blatchford CBE * Founder of www.blinks.education, founding CEO of the National Education Trust and former headteacher *Rae explores some of the more nuanced aspects of the job, guiding the reader through the maze of legal requirements and responsibilities. -- @digicoled * UKEdChat *

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Book SynopsisThis book has plenty of hard-earned wisdom to offer aspiring senior leaders. Practical and useful, it also has helpful directions as to avenues for further reading.' Paul Merrell, Head of School, @pjmerrellThis is the ultimate guide for any new or aspiring senior leader in a primary or secondary school. Whether you're looking to move into senior leadership or you've just been appointed to your first post, you'll find expert guidance, tips and advice in this practical pocket handbook.From writing the winning application and acing the interview, to settling into the post and developing a vision for your school, leadership expert Jon Tait reveals what it takes to be the very best senior leader. Giving you space to reflect on your skills and techniques, as well as invaluable tips for leading staff, pupils and parents, Stepping into Senior Leadership will help you to hit the ground running.Perfect for all senior leaders, includTrade ReviewThis book has plenty of hard-earned wisdom to offer aspiring senior leaders. Practical and useful, it also has helpful directions as to avenues for further reading. -- Paul Merrell * Head of School, @pjmerrell *I love the practicality of this book. It is not all about theories and why you might be an inspiring leader, but how you might actually achieve it; The initial basics of getting the job, what to wear, how to plan your route and the first impressions you are likely to make. Each element of the process is clearly approached, from the hints to tackling the ‘in-tray task, to the likely people, both child and adult that you are likely to be questioned by on the day and, to acknowledge at interview, that the children’s comments and feedback will be a key factor in your success and to not underplay or patronise this important market. -- Rosie Watch * Love Reading 4 Schools *The book manages to capture much of what is needed and desired within educational leadership without getting too bogged down in school management. -- @digicoled * UKEdChat *

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Book SynopsisFrom Sara Alston, co-author of The Inclusive Classroom, comes a new book supporting primary teachers to work more effectively with their teaching assistants to promote children's learning.Specifically focused for early career teachers, this book provides valuable support for managing this vital but potentially challenging relationship. Working Effectively With Your Teaching Assistant supports teachers in maintaining classroom relationships, including working with the expert or inexperienced TA. It explains:- different TA roles, including the role of the classroom TA or learning support assistant, the special needs assistant and 1:1 TA- different forms of intervention, including pre- and over-learning and the importance of ensuring that all children access quality first teaching- how to work collaboratively, including ways of sharing planning and feedback, differentiation strategies, promoting independence and how to support each other beyond the classroom.FTrade ReviewAn absolute gem! It’s a book that every teacher should read if they want to get the absolute best from their TA. Full of practical strategies which can be easily implemented. -- Carmel Martin, Deputy Headteacher and SENDCoWhether you are a newly qualified teacher or an educator who has been teaching for many years, this book is for you. This book provides this valuable information for senior leaders and teachers and every school should purchase a copy. -- Aimee Durning MBE. Co-Founder of the UK TA Network Hub & Director of Inclusion & Community at the University of Cambridge Primary SchoolSara uses her wealth of experience to share a solution focused approach to working with TAs. There is great insight into how to positively develop practices that support the efficacy of TAs in schools. -- Kenny Wheeler, SEND, Inclusion and Leadership Consultant - @KennyInclusionA comprehensive and accessible guide to support anyone in gaining the most from their support staff. I enjoyed the many practical strategies and case studies to support and inspire! -- Andy Taylor, Senior Lecturer at University of Worcester @MrTs_NQTsA must for teachers, SENCOs and TAs alike. Whilst clearly EYFS and Primary focused, it works for Secondary schools too. The advice, guidance and examples are practical, realistic and accessible. -- Dr Hélène Cohen - lecturer, SEND consultant, tutor/supervisor for NASENCO/iSENDCO Masters awards. @EdPleaseMissPractical, highly relatable advice for new and experienced teachers with brilliant personal stories and case studies that really brings this book alive. The key takeaways at the end of each chapter are succinct and support teachers with knowing exactly what to do next to consolidate and improve outcomes in their class. Teachers learn to teach; nobody teaches teachers about managing TAs, this book gives a superb step by step guide to support best practice. -- Kiren Bennett, SLE SEND, Assistant Headteacher for Inclusion at Ulverley School, part of Robin Hood MATThis well-informed book is an important must read for anyone teaching alongside an assistant. This relationship can be confusing, so this book unpicks issues through a case study approach and common sense thinking. -- Dr Sue Allingham. Consultant, Author, Trainer @DrSue22Packed with tried-and-tested advice from a life of coordinating SEN, Sara's book is my new “go-to”. Highly recommend. -- Ben Slater, Founder and Lead Consultant, Fiveways Devon, Twitter: @DevonFivewaysSchool librarians work with staff across the whole school and any teaching assistants (TAs) assigned to students will accompany them to library lessons thus the role of the TA in the library is no different to that in the classroom; one of supporting learning, using various interventions, and sharing planning and feedback. Many school librarians will immediately identify with the introductory chapter which presents the challenges of working with TAs including roles being unclear and developed by stealth as well as a lack of job security. The book focuses on support for students with SEND, and highlights the need to establish working relationships and using the strengths of individual TAs. Each following chapter has key points, a list of things that work and things to think about, and there is a comprehensive glossary and index. Although aimed at primary teachers, the wealth of practical advice, strategies for working with TAs, case studies and personal stories make it an extremely useful additional for staff libraries at both primary and secondary levels. -- Barbara Band, Chartered librarianGetting the relationship between teacher and TA right is so important for the success of pupils in the classroom, and I think this book will be a helpful tool to teachers, especially those new to the classroom, in forging strong relationships with the teaching assistants they work alongside. * Hannah Harris, Twinkl *This is a useful book that synthesises a large amount of expertise and information into succinct and easy to understand advice and support for newly qualified staff and as a professional boost for more experienced practitioners. * SEN Magazine *

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Book SynopsisSchooling has become less about learning and more about the scramble for good grades, high test scores, and spotless transcripts. No one is happy about this, least of all students. But what can be done? Off the Mark explains how we got into this predicament, why our reforms haven't worked, and how we can reorient our system to advance learning.Trade ReviewA probing history and analysis of our most pervasive but largely unchallenged assessment technologies: grades, tests, and transcripts…everyone would do well to read this book’s honest and layered picture of what we’re up against. -- Jeremy T. Murphy * Teachers College Record *A detailed and thoughtful critique of contemporary ‘assessment technologies’—grades, tests, and transcripts—and some suggestions for reform. -- Glenn C. Altschuler and David Wippman * Pittsburgh Post-Gazette *If you want to understand how tests, grades, and records of student performance end up eroding classroom learning, Off the Mark is the book to get. A remarkably useful guide for teachers, administrators, parents, and wannabe reformers, it explains not only how tests, grades, and transcripts have chipped away at classroom learning in the past, but also what some schools have done now to curb their effects. -- Larry Cuban, author of Confessions of a School ReformerVisitors from another planet would find themselves bewildered by the crazy-quilt set of assessments currently used in our educational system. The good news: No need to reinvent from scratch. Original and useful, Off the Mark provides food for thought and plans for action. -- Howard Gardner, coauthor of The Real World of College: What Higher Education Is and What It Can BeIn Off the Mark, Schneider and Hutt offer timely and tangible considerations for re-examining the information we rely on to support and measure success for students and schools. Whether you’re a teacher grappling with the question of how to provide effective feedback on learning progress to students and families or a family or community member troubled by the lack of dimension and perspective in our broken school rankings, this book is key to navigating a better way toward equitable, robust, asset-based assessment that will inform and support student success. -- Becky Pringle, President of the National Education AssociationOff the Mark is a timely account of the uses and misuses of standardized tests, grades, and transcripts. The authors offer several pragmatic ideas about how these deeply embedded measures can be revised to lessen their power. -- Diane Ravitch, author of Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools

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Book SynopsisIn What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence.Trade Review"What Universities Can Be by Robert J. Sternberg makes a compelling argument that standardized tests, admission standards, and much of college instruction administration and governance are well aligned and completely irrelevant for preparing young people to be creative participants in the workforce, who are appropriately engaged in civil discourse and service to others, and are capable of being the ethical leaders we need for the future. He explains how we could realign all of those elements in appropriate ways, and he provides clear and thoughtful insights into why the world of higher education looks the way it does." -- Ed Ray, President, Oregon State University"In What Universities Can Be, Robert J. Sternberg contributes notably to the higher education field by establishing a model to guide the evolution of the modern university. Sternberg's conversational style is interesting and highly readable." -- Pamela Fry, Associate Provost and Associate Vice President of Undergraduate Education, Oklahoma State University"Robert J. Sternberg draws on his exceptional scholarship and years in the administrative trenches to craft some nuggets of practical wisdom about what colleges and universities need to do to realize their espoused aspirations." -- George D. Kuh, Director, National Institute for Learning Outcomes Assessment, University of Illinois"What if we valued institutions of higher education for fostering good citizens and ethical leaders? Robert J. Sternberg, one of our most thoughtful psychologists, reflects intriguingly on this possibility." -- Howard Earl Gardner, Hobbs Professor of Cognition and Education, Harvard Graduate School of Education, author of Truth, Beauty, and Goodness Reframed: Educating for the Virtues in the Twenty-first CenturyTable of ContentsIntroduction Part I A New Future for Universities 1. Three Traditions of Higher Education in Relation to Democracy 2. The Mission of the ACCEL University 3. The Skills ACCEL Universities Should Develop 4. Diversity Part II Who Gets In and Who Is Able to Go? 5. Admissions 6. Financial Aid and College Costs Part III Student Learning and Life 7. Teaching and Learning 8. Assessing Student Learning 9. Retention and Graduation 10. The Role of Athletics Part IV Structural Issues 11. Assessing Faculty 12. Governance 13. Marketing Higher Education 14. It's Not Only Students Who Need to Learn: A Model of Institutional Change for Assessing Universities as Learning Organizations Part V Putting Theory into Practice 15. Transforming a University into an ACCEL University: What One Can Do Right Now

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Book SynopsisDrawing on affect theory and research on academic capitalism and 11 international case studies, this book examines the contemporary crisis of universities, from the coloniality of academic capitalism to performance management and the experience of being performance-managed.Table of Contents1. Introduction: Academic capitalism and the affective organisation of academic labour - Kristiina Brunila and Daniel Nehring Part I: Structures 2. The Labour Pains of Academic Capitalism in Crisis - Lew Zipin and Marie Brennan 3. Deepened Coloniality, Heightened structuralism: Implications for Intellectual thought and praxis in the Caribbean - Talia Esnard 4. Academic patriarchal (post)liberal capitalism - Demetra Tzanaki Part II: Relationships 5. The storytelling and storyselling of neoliberal academic work - Kenneth Mølbjerg Jørgensen and Paola Valero 6. Exploring the Academic and Affective Leadership in Academia - Kristiina Brunila 7. Friendship in academia: the moral economy of academic work - Erika Andersson Cederholm, Carina Sjöholm and Dianne Dredge 8. What doesn’t kill you makes you weaker: An uncanny story of contemporary academic life - Mark Vicars Part III: Performance 9. Academy in my flesh: Affective athleticism and performative writing - Silvia Gherardi, Michela Cozza and Magnus Hoppe 10. Getting Texts Done: Affective Rhythms of Reading in Quantified Academia - Juhana Venäläinen 11. Performance Management: Western Universities, Chinese Entrepreneurs, and Students on Stage - Amir Hampel 12. What’s the point? A few thoughts instead of a conclusion - Daniel Nehring and Kristiina Brunila

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Book SynopsisThe Future of University Credentials offers a thorough and urgently needed overview of the burgeoning world of university degrees and credentials. At a time of heightened attention to how universities and colleges are preparing young people for the working world, questions about the meaning and value of university credentials have become especially prominent. Sean Gallagher guides us through this fast-changing terrain, providing much-needed context, details, and insights.The book casts a wide net, focusing on traditional higher education degrees and on the myriad certificates and other postsecondary awards that universities and other institutions now issue. He describes the entire ecosystem of credentials, including universities and colleges, employers, government agencies, policy makers and influencers - and, not least, the students whose futures are profoundly affected by these certifications. And he looks intently at where university credentials might be headed, as educational institutions seek to best serve students and employers in a rapidly changing world.The result is an unprecedented, comprehensive look at the current credentialing landscape in higher education—as well as at the future challenges and opportunities for this vital field.

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Book SynopsisA highly accessible and easily adaptable conceptual framework that helps educational leaders plan, leverage, and sustain change as they create more equitable schools.In Navigating Social Justice, Martin Scanlan introduces a comprehensive social justice schema that melds organizational learning with leading for equity. Scanlan distills wisdom gleaned from the experiences of a variety of educational professionals as well as from his own more than three decades of work in equity-focused partnership with elementary schools.Scanlan’s schema brings together five dimensions—inclusivity, communities of practice, critical formation, social ecosystems, and practical wisdom—that work together holistically to eradicate inequitable practices and policies and promote robust teaching and inclusive learning. For each dimension, the book features real-life vignettes that focus the conversation, exercises that encourage reflection, and suggested opportunities for the application of its central ideas. Each chapter also gives access to online tools, extending its utility. The practical guidance offered in this book not only will enable educational institutions to best meet the needs of families and community members but will also help leaders cultivate the moral and intellectual judgment needed to address social justice issues in schools.This clarifying equity framework will be invaluable to established and aspiring school leaders, building administrators, district leaders, system administrators, and others in both the public and private education sectors as they engage in ongoing social justice work.Trade ReviewCreating more just schools is both aspirational and urgent—requiring a great deal of school leadership. Scanlan draws deeply on his wisdom about justice and inclusivity, his decades of experience both leading and supporting leaders, and his abundant knowledge of schools to build a rich schema for the work of leading for equity and justice. This book strikes a beautiful balance of giving us new ways of thinking about and seeing the work of leadership with concrete ways to dig into building and rebuilding our own expertise." —George Theoharis, professor, Teaching and Leadership Department, Syracuse University."Scanlan keenly discusses the challenges that advocates could face as they navigate the praxis of social justice in educational settings. This book comes to timely fruition as educators encounter resistance to their teaching critical subject matter. It provides opportunities for practical application, discussion, and prompts to extend these all-important conversations." —Mariela A. RodrÍguez, professor, Department of Educational Leadership and Policy Studies, University of Texas at San Antonio"A powerful testament to the importance of discernment, wisdom, judgement, and continuous learning as essential to the complex work of advancing social justice, Scanlan’s Navigating Social Justice helps leaders (re)organize, reuse, and refine their prior experiences, knowledge, and skills to advance social justice in schools." —Decoteau J. Irby, associate professor of educational policy studies, University of Illinois at Chicago and author of Stuck Improving: Racial Equity and School Leadership

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Book SynopsisWhat makes a school great? Studies into good schools are numerous, but there has been much less written about great schools. The former are more common, but with success comes complacency; good is the enemy of great. In 2009 the London Leadership Strategy established the Going for Great programme, creating a forum for leaders of schools rated `outstanding' by Ofsted. This collaboration sought to identify and share best practice; based on their case studies, school-to-school visits, the research literature and through seminar, debates and discussions, a model of great schooling has emerged.This publication seeks to explore in depth the Nine Pillars of Greatness written by the course leaders of the Going for Great programme. It considers the range of characteristics that define great schooling, from a school's values and ethos, leadership and teaching to its curriculum, approach to professional development, learning community and ongoing self-evaluation.Supported by a wealth of academic pedagogical texts and written by three authors who have spent their lives in education, The Nine Pillars of Great Schools examines the commonalities between the most successful institutions and demonstrates how to transform a good school into a great school.

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Book SynopsisCodified Leadership draws from research and evidence-based practices to provide every school leader â regardless of their experience â with authentic opportunities to improve and transform them into the very best leader. It breaks down complex leadership behaviours into manageable steps that can be used for both self and peer instructional coaching.Exploring the real and significant challenges school leaders face every day, Section One considers overarching complex and nuanced leadership concepts such as trust, adaptability, clarity and vision, providing insights into the nature and purpose of school leadership at all levels. Section Two breaks down day-to-day tasks such as leading meetings, giving staff feedback, making decisions, and setting expectations to help leaders develop the habits and behaviours they need to lead their staff and schools effectively. Throughout, the chapters spotlight three school leaders who solve relatable problems by being deliberate and pu

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Book SynopsisThis new and updated edition of 10 Mindframes for Visible Learning revisits the ten behaviours or mindframes that teachers need to adopt in order to maximize student success. These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge. The ten mindframes include: thinking of and evaluating your impact on students' learning; the importance of assessment and feedback to inform teachers; working collaboratively and the sense of community; the notion that learning needs to be challenging and errors seen as opportunities to learn; engaging in dialogue and the correct balance between talking and listening; conveying the success criteria to learners; building positive relationships.This new edition now uses the much larger meta-analysis dataset (

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Book SynopsisA practical guide to building the connections students need to thrive in and after college from the authors of the best-selling Relationship-Rich Education. Decades of research demonstrate how important the relationships with peers and professors are for students academically, personally, and professionally. Yet many students lack the strategies to develop educationally purposeful relationships in college. Connections Are Everything shows students the simple steps they can take to make their own college experience meaningful and transformational. In short, practical chapters, this guide helps readers learn how to build relationships through various strategies, including using relationship accelerators like internships and mentorships, undergraduate research, and campus employment. Undergraduate demographics have changed dramatically as students of color and first-generation students become the new majority at colleges and universities across the United States. Connections are particuTrade ReviewWhile steeped in research, Connections Are Everything is accessible. It's a quick read, and its tone is friendly and practical....The pandemic has frayed students' connections to campus in ways that colleges are still struggling to understand, much less repair. After reading the book, I'm confident it could be enormously helpful to just about any student who reads it.—Beckie Supiano, Chronicle of Higher EducationTable of ContentsIntroduction: Read This First!Section 1: Relationships and You1. Start with One2. College Comes with Challenges3. You Have What It TakesSection 2: You Never Know Who Will Change You (or How)4. Connecting with Peers: Find Your People5. Connecting with Professors: In and Out of Class6. Connecting with Staff: Allies EverywhereSection 3: You Can Do It7. Relationship Accelerators8. Make the Most of Mentoring Conversations9. Building Your Relationship ConstellationConclusion: Take These Ideas with YouAfterword, by Mohamed A. Farge and Timothy K. EatmanAcknowledgementsWords to Know (Glossary)NotesIndex

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Book SynopsisGet organized, plan effectively, and keep your school running smoothly!Developed for both aspiring and experienced elementary school principals, this unique resource-updated from the top-selling first edition-lays out everyday challenges and administrative necessities to help you plan strategically for the academic year. This month-by-month planning tool, designed by veteran administrators, helps you get off on the right foot in July to set your course for a successful school year. Its emphasis is to help principals develop the skills to foresee future calendar events, and to put into operation specific plans to maintain a calm learning environment. Chapters cover key tasks for each month, beginning in July, and contain: Overview of tasks Communications-letters, memos, correspondence, media relations, including sample documents Planning-workshops, orientatTrade Review"Administrators will enjoy this! The book has a clear reflective piece for principals throughout the text, the material is truly applicable and realistic, and the book could be used in any school by any principal, new or veteran." -- James Davis"This book will be helpful to the elementary school principal, especially the beginning principal seeking a guide to the overall school year." -- Christi BuellTable of ContentsPreface Acknowledgments About the Authors 1. July July′s Key Tasks July′s Communications July′s Planning July′s Personnel July′s Checklists 2. August August′s Key Tasks August′s Communications August′s Planning August’s Personnel August’s Checklists 3. September September’s Key Tasks September’s Communications September’s Planning September’s Personnel September’s Checklists 4. October October’s Key Tasks October’s Communications October’s Planning October’s Personnel October’s Checklists 5. November November’s Key Tasks November’s Communications November’s Planning November’s Personnel November’s Checklists 6. December December’s Key Tasks December’s Communications December’s Planning December’s Personnel December’s Checklists 7. January January’s Key Tasks January’s Communications January’s Planning January’s Personnel January’s Checklists 8. February February’s Key Tasks February’s Communications February’s Planning February’s Personnel February’s Checklists 9. March March’s Key Tasks March’s Communications March’s Planning March’s Personnel March’s Checklists 10. April April’s Key Tasks April’s Communications April’s Planning April’s Personnel April’s Checklists 11. May May’s Key Tasks May’s Communications May’s Planning May’s Personnel May’s Checklists 12. June June’s Key Tasks June’s Communications June’s Planning June’s Personnel June’s Checklists Resources Resource A: Teacher Handbook Resource B: How to Build a Mission Statement Resource C: Summer Letters to Parents Resource D: Meet Your Teacher Night – Suggestions to Teachers Resource E: Weekly Memo to Staff Resource F: Parents’ Elementary School Guidebook Resource G: Best Practices in Quality Education for Students With Severe Disabilities Resource H: Teacher Job Description Resource I: Helping Children Cope at Holiday Time Resource J: Retirement Congratulatory Letters Resource K: Attention Deficit Disorder Resource L: Parallel Block Scheduling Resource M: Spring Break Welcome Back Letter Resource N: National TV Turnoff Week Resource O: Standardized Testing Memo to Teachers Resource P: Standardized Testing Letter to Parents Resource Q: Summer Reading List Resource R: End-of-the-Year Sign-Out Checklist

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Book SynopsisThis book will introduce fourteen of the most important soft skills in the field of education. It will explain how each skill is used in teaching as well as ideas for how to model and explain them in college classrooms, field experiences, and student teaching. The chapters also contain ideas for administrators and mentor teachers who are working with beginning teachers. Hopefully, by learning the soft skills of teaching, pre-service education students and beginning teachers will become successful instructors and models of good citizenship in future classrooms.Trade ReviewTeaching Soft Skills in a Hard World: Skills for Beginning Teachers is a timely addition to the resources available to teacher educators. It addresses the development of skills that, while important, have received little attention to date. It’s easy to use within any teacher education class as each chapter provides background information relative to each skill, and follows with practical ways to model and teach the skills to preservice teachers. The classroom-based examples within the descriptions of the skills are practical, and demonstrate the content is informed directly by the author’s many years of experience working in classrooms with teacher education candidates. This book would be useful for any university faculty, administrator or new teacher. As Nancy writes, “Teachers who work to make content meaningful to students and discover innovative ways to teach them, are those that students love to be around.” The same could be said of the professors who decide to dedicate time to introduce the skills presented in this book. -- S. Michael Putman, professor, UNC CharlotteIn this book, Dr. Melser captures the essence of fourteen important soft skills effective teachers need to be able to know and do—whether they are novice or veteran teachers. In this well organized and easy to read book, the author provides some down-to-earth practical ideas and activities that professors can use in helping their preservice teachers learn these important soft skills. Principals and supervisors could effectively use this book in providing clinical assistance to their teachers who need assistance in improving skills in such areas as communicating with parents, being more collaborative and professional, effective decision making, and developing a better work ethic. Each chapter is filled with time-tested and proven activities that builds the essential soft skills teachers need to be effective. -- John E. Jacobson, professor of education and literacy, Ball State UniversityTeaching Soft Skills in a Hard World is essential reading for anyone preparing today’s teachers. The critical soft skills necessary to be a successful teacher are detailed, but the author doesn’t stop there. The real value of this book is that every chapter is also filled with concrete suggestions to model and practice each of these essential skills. -- Janet Buckenmeyer, dean and professor, Bayh College of EducationTable of ContentsPreface Acknowledgements Introduction Chapter 1- Communication Skills Chapter 2- Confidence Chapter 3- Enthusiasm Chapter 4- Creativity Chapter 5- Decision Making Skills Chapter 6- Teamwork and Collaboration Chapter 7- Stress Management Chapter 8- Positive Attitude Chapter 9- Adaptability/ Flexibility Chapter 10- Time Management Chapter 11- Organization Chapter 12- Initiative Chapter 13- Professionalism Chapter 14- Work Ethic Conclusion Bibliography About the Author

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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

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Book SynopsisGlobally, private universities enrol one in three of all higher education students. In Japan, which has the second largest higher education system in the world in terms of overall expenditure, almost 80% of all university students attend private institutions. According to some estimates up to 40% of these institutions are family businesses in the sense that members of a single family have substantive ownership or control over their operation. This updated edition of Family-Run Universities in Japan offers a detailed historical, sociological, and ethnographic analysis of this important, but largely under-studied, category of private universities as family business. It examines how such universities in Japan have negotiated a period of major demographic decline since the 1990s: their experiments in restructuring and reform, the diverse experiences of those who worked and studied within them and, above all, their unexpected resilience. It argues that this resilience derives from a number of ''inbuilt'' strengths of family business which are often overlooked in conventional descriptions of higher education systems and in predictions regarding the capacity of universities to cope with dramatic changes in their operating environment. This book offers a new perspective on recent changes in the Japanese higher education sector and contributes to an emerging literature on private higher education and family business across the world.Trade ReviewThe authors give a thorough historical overview of Japanese private university management and use statistical data to get to the heart of the problem. * Hirochika Nakamaki, National Museum of Ethnology, Japan, Journal of Royal Anthropological Institute *This book is much more than its rather prosaic title. It is a comprehensive and illuminating analysis of private higher education in Japan and worldwide, a focus on the understudied phenomenon of family-owned universities in Japan, a case study of Japanese family-owned university, and a discussion of the likely future of Japanese private higher education. All of this is cogently argued, engagingly written, and packaged into a 223 page volume. * Philip Altbach, Boston College, USA, Japanese Studies *The authors' main argument that the resilience of family-run universities plays a significant role especially in the face of the many challenges may meet the demand of family-run universities in Asia-Pacific region because the authors have successfully integrated comparative perspectives of family business both in Japan and other regions, and thus made generalization of the core concept of the strength of family-run universities, stemmed from the inbuilt resilience... Even though the book is about family-run universities in Japan, their findings and conclusion give courage, confidence, and hope to those who are involved in governance, management, and administration of those in Asia-Pacific region. * Kazuhito Obara, Asia Pacific Journal of Education *Overall, Family-Run Universities in Japan is well-written, exceptionally researched, and provides much food for thought. It offers a wealth of data, insights, and micro-level theorizations that will provide numerous jumping off points for further study in a range of different fields. * Christopher D. Hammond, Higher Education *An enormously profound picture of the Japanese higher education system ... An enormous wealth of information on higher education and society in a single country -- discussed as well as being not just typical for a single country -- is well collected and convincingly presented with a lesson: a specific social phenomenon can be understood well, if one is ready for the adventure of getting to know in detail the enormous complexity of conditions. * Ulrich Teichler, Contemporary Japan *It provides perhaps the most succinct depiction of contemporary Japanese higher education available in English, and it illuminates the little-known phenomenon of family-run educational enterprises. The unique dynamics described by the authors illuminate facets of higher education in Japan and in private sectors worldwide. * Roger L. Geiger, Higher Education Quarterly *Table of ContentsIntroduction: The 'Puzzle' of Japan's Resilient Private Universities 1: The Predicted Implosion of Japan's Private Higher Education System 2: Japanese Private Universities in Comparative Perspective 3: A University under Fire: A Short Ethnography of MGU 1992-2007 4: MGU 2008-2018: The Law School and Other Reforms 5: The Resilience of Japan's Private Universities 6: Private Universities as Family Business

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Book SynopsisIs our nation's educational system faltering in part because it strives to teach students predetermined right answers to questions? In Turning the Soul, Sophie Haroutunian-Gordon offers and alternative to methods advocated by conventional educational practice. By guiding the reader back and forth between two high school classes discussing Shakespeare's Romeo and Juliet, she gracefully introduces the alternative approach to education: interpretive discussion. One class, located in a private, racially integrated urban school, has had many conversations about the meaning of books. The second group, less advantaged students in a largely black urban school, has not. The reader watches as students in each group begin to draw upon experiences in their personal lives to speculate about events in the play. The students assist one another with the interpretation of complex passages, pose queries that help sustain the conversation, and struggle to get Shakespeare right. Though the teachers suffer

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Book SynopsisWhile much has been written about South African education, now, for the first time, gathered in one collection are glimpses of South African curriculum studies described by six distinctive points of view.Table of ContentsWhat to Teach the Natives: A Historiography of the Curriculum Dilemma in South Africa; C.Soudien Drawing the Line in Post-Apartheid Curriculum Studies; W.Hugo From Response to Theorizing: Curriculum Genesis within South Africa through the Perspective of Critical Incidence Auto-Ethnography; L.Ramrathan Historical Legacies in the Institutionalization in South African Curriculum Studies; U.Hoadley South African Curriculum Studies: A Historical Perspective and Autobiographical Account; L.Le Grange Towards Authentic Teaching and Learning in Post-Apartheid South Africa: In Defence of Freedom, Friendship and Democratic Citizenship; Y.Waghid On the Internationalization of Curriculum Studies; W.F.Pinar

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Book SynopsisTrade ReviewIn 1914, more than one and one-half million Eastern European Jews emigrated to the U.S. Virtually all of them passed through or settled in New York City, and for many of them the public schools were the first experience with the larger American society. Brumberg's book chronicles this Jewish immigrant/school encounter in turn-of-the-century New York in a series of interrelated, sharply sketched chapters.... Brumberg's study ... is still of value in a field that invites continuing study. - ChoiceTells the story of the immigrants and of the public school system that rose to the challenge of making them Americans. The book offers an overview of education in Eastern Europe and describes the immigrants' reactions to public education in America. While strongly supportive of the school system, at times the goals of the new arrivals and those of the establishment differed and it is these conflicts which are examined. Also offered is a detailed view of school life in the pre-World War I period. of the forces at play in a major school system, and finally, through interviews, the personal stories of those who were involved as students and as teachers. - American Jewish Life

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Book SynopsisIn November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. This title includes papers prepared for this symposium.Table of Contents1 Front Matter; 2 1. Progress and Challenges for Large-Scale Studies; 3 2. The Measurement of Student Achievement in International Studies; 4 3. Adapting Achievement Tests into Multiple Languages for International Assessments; 5 4. Sampling Issues in Design, Conduct, and Interpretation of International Comparative Studies of School Achievement; 6 5. Cultural-Cognitive Issues in Academic Achievement: New Directions for Cross-National Research; 7 6. Measuring Family Background in International Studies of Education: Conceptual Issues and Methodological Challenges; 8 7. Advancements in Conceptualizing and Analyzing Cultural Effects in Cross-National Studies of Educational Achievement; 9 8. The Measurement of Opportunity to Learn; 10 9. Statistical Issues in Analysis of International Comparisons of Educational Achievement; 11 10. Drawing Inferences for National Policy from Large-Scale Cross-National Education Surveys; 12 11. Large-Scale, Cross-National Surceys of Educational Achievement: Promises, Pitfalls, and Possibilities; 13 Appendix A: Symposium Agenda and Participants; 14 Appendix B: Biographical Sketches of Board Members; 15 Index

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