Equity Visits: A New Approach to Supporting Equity-Focused School and District Leadership, Rachel Roegman, David Allen, Larry Leverett, Scott Thompson, Thomas Hatch
Описание: Perspectives on Diversity, Equity, and Social Justice in Educational Leadership provides educational leaders with practical steps for implementing multicultural education into schools.
Автор: Jones, Joseph (new Castle County Vocational-technical School District, Delaware, Usa) Vari, T.j. (appoquinimink School District, Delaware, Usa) Название: Candid and compassionate feedback ISBN: 1138609153 ISBN-13(EAN): 9781138609150 Издательство: Taylor&Francis Рейтинг: Цена: 4592.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This important book helps leaders become both candid and compassionate, unrelenting and supportive, and demanding yet caring.
Автор: Bruce Sheppard; Jean Brown; David Dibbon Название: School District Leadership Matters ISBN: 9048181984 ISBN-13(EAN): 9789048181988 Издательство: Springer Рейтинг: Цена: 18167.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book argues that a promising approach to education reform is through effective school district leadership. It offers practical ways to create professional learning communities and to break down traditional hierarchical bureaucracies that inhibit learning.
Описание: Sustainable School Transformation: An Inside-Out School Led Approach explores how we can best build a truly world class education system. It presents a theoretical and practical case for an alternative approach that combines the rigour of traditional ‘top-down’ accountability models with the engagement and buy-in of school led ‘inside-out’ approaches – a combination which can be applied to any school in any context internationally. David Crossley and a range of practitioners and academics draw on their extensive experience of past approaches to school improvement in the UK and US. Rather than reject 'top-down' accountability models, they explore new ways of developing them alongside 'inside-out' school led approaches that really do motivate those in our schools who in the final analysis have to deliver the aspirations of politicians and our wider societies for all our young people. The book is based on the premise that Peter Drucker’s notion of addictive achievement, discussed in relation to students in Post Capitalist Society, applies to staff and schools too, and if we want to build a truly world class system it will only be achieved through the motivation and resultant efforts of all those in our schools.
Описание: · What drives school leaders? · What do they do on a day to day basis? · What helps or constrains their decision-making? · What keeps them focused amidst challenges? Rather than applying theory to practice, Exploring School Leadership in England and the Caribbean draws on how school leaders practice and experience their own leadership. Paul Miller draws on case studies from Jamaica and England to explore what it means to be a school leader and explores a wide-range of issues, including accountability, performativity, inclusion and multiculturalism, technology, staffing and resourcing decisions. While no two school leaders will have identical experiences as a school leader, Paul Miller draws on the first-hand accounts of school leaders to show that regardless of school size, type and location there are a number of common experiences and themes. Miller acknowledges that the practice of school leadership is occurring in an uncertain economic environment, buoyed by a fast paced policy context where by targets linked to national economic development are the new normal. He concludes that school leadership is a continuous balancing act driven by and experienced through an “Economic-motor model” of schooling- which he proposes.
Описание: Supervising Principals for Instructional Leadership specifies the conditions that district leaders can implement to help principal supervisors take a teaching and learning approach to their work. In particular, Meredith I. Honig and Lydia R. Rainey explore how these supervisors can most effectively support principals in becoming instructional leaders and developing the capacity to lead their own learning. The authors argue for a shift in supervisors' focus from a compliance and evaluation orientation to one in which they serve as learning partners for these principals. The professional development the supervisors offer principals must advance from group meetings focused on the delivery of information to intensive coaching differentiated to meet principals' needs. Using extended cases and detailed examples, the authors illustrate how supervisors associated with positive results teach rather than tell. These successful supervisors guide principals' learning with specific teaching moves such as modeling how to think and act like an instructional leader. Based on extensive research of district central offices, Supervising Principals for Instructional Leadership advocates for a transformation to the role of principal supervisors.
Автор: Barnett, Shoho & Bowers Название: School And District Leadership In An Era Of Accountability ISBN: 1623963826 ISBN-13(EAN): 9781623963828 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 7623.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fuelled by sweeping federal education accountability reforms, such as the United States’ No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia’s Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators “accountable for student learning and accountable to the public” (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organisational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, the book is organised into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as “buffers” by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesises the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.
Автор: Barnett, Shoho & Bowers Название: School And District Leadership In An Era Of Accountability ISBN: 1623963834 ISBN-13(EAN): 9781623963835 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 14137.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fuelled by sweeping federal education accountability reforms, such as the United States’ No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia’s Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators “accountable for student learning and accountable to the public” (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organisational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, the book is organised into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as “buffers” by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesises the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.
Описание: Sustainable School Transformation: An Inside-Out School Led Approach explores how we can best build a truly world class education system. It presents a theoretical and practical case for an alternative approach that combines the rigour of traditional ‘top-down’ accountability models with the engagement and buy-in of school led ‘inside-out’ approaches – a combination which can be applied to any school in any context internationally. David Crossley and a range of practitioners and academics draw on their extensive experience of past approaches to school improvement in the UK and US. Rather than reject 'top-down' accountability models, they explore new ways of developing them alongside 'inside-out' school led approaches that really do motivate those in our schools who in the final analysis have to deliver the aspirations of politicians and our wider societies for all our young people. The book is based on the premise that Peter Drucker’s notion of addictive achievement, discussed in relation to students in Post Capitalist Society, applies to staff and schools too, and if we want to build a truly world class system it will only be achieved through the motivation and resultant efforts of all those in our schools.
Описание: · What drives school leaders? · What do they do on a day to day basis? · What helps or constrains their decision-making? · What keeps them focused amidst challenges? Rather than applying theory to practice, Exploring School Leadership in England and the Caribbean draws on how school leaders practice and experience their own leadership. Paul Miller draws on case studies from Jamaica and England to explore what it means to be a school leader and explores a wide-range of issues, including accountability, performativity, inclusion and multiculturalism, technology, staffing and resourcing decisions. While no two school leaders will have identical experiences as a school leader, Paul Miller draws on the first-hand accounts of school leaders to show that regardless of school size, type and location there are a number of common experiences and themes. Miller acknowledges that the practice of school leadership is occurring in an uncertain economic environment, buoyed by a fast paced policy context where by targets linked to national economic development are the new normal. He concludes that school leadership is a continuous balancing act driven by and experienced through an “Economic-motor model” of schooling- which he proposes.
Автор: Jones Roger E. Название: Focused Leadership: Instruction, Learning, and School Improvement ISBN: 1475810342 ISBN-13(EAN): 9781475810349 Издательство: Rowman & Littlefield Publishers Рейтинг: Цена: 5280.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This guide will serve as a starting point to help expand administrators` instructional and learning leadership. While providing information about the intricacies of the teaching and learning process, this text is designed to provide administrators the freedom to modify, add to, and personalize the guide as they challenge themselves to grow.
Автор: Carbaugh Beverly G. Название: School Leadership for Results, Second Edition: A Focused Model ISBN: 1943920532 ISBN-13(EAN): 9781943920532 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 4435.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: In School Leadership for Results Beverly Carbaugh and Robert Marzano update their seminal work to reflect the most up to date literature and understanding of leadership roles and responsibilities. With the right focus and support, leadership skills can be acquired as long as we are committed to helping leaders build the skills they need to succeed. In 2015, School Leadership for Results: Shifting the Focus of Leader Evaluation provided a thorough exploration of the Marzano School Leader Evaluation Model and a practical guide to meeting the challenges of fair and accurate evaluation of instructional leaders. It encouraged schools all over the world to change their approach to leader evaluation, shifting the focus from simple measurement to real, effective evaluation based on growth. Research into school leader evaluation has continued to evolve, and so has the Marzano School Leader Evaluation Model. In School Leadership for Results: A Focused Model, the authors update their seminal work to reflect the most up to date literature and understanding of leadership roles and responsibilities, translating the research into six domains of action every school can take: Keeping a Data-Driven Focus on School Improvement.Teaching a Visible and Guaranteed Curriculum.Fostering Continuous Development of Teachers and Staff.Creating a Community of Care and Collaboration.Maintaining Core Values.Managing Resources Effectively.Effective school leader evaluation is a collaborative, shared process of focused improvement – and it remains the only way to achieve school leadership for results.
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