* The authors have extensive and sustained experience as school and district leaders--one is a state Superintendent of the Year (Georgia) and a National Superintendent of the Year (American Association of School Administrators), another is a superintendent profiled on Good Morning America and 60 Minutes, and another is the Chief Innovation Officer with Cognia (formerly Advanced-Ed), the world's largest accreditation agency focusing on continuous improvement in PreK-12 schools in the US and globally. * Special Features Include: "Examining School Culture" which situate the content of the chapter to a dilemma of practice ; "Leading Culture" which recap major take-aways ; "Leading Practices" which engage readers with strategies that can be adapted to their own contexts * This book creates opportunities for teachers and leaders to collectively examine and mutually build positive school culture

The Art of Standing Out is the culmination of 18 years' experience as a headteacher for Andrew Morrish, who has a proven and unblemished record for transforming challenging schools - and one that few Headteachers can match. As a founder CEO of a successful MAT, National Leader of Education, speaker and blogger, Andrew shares the journey from special measures to outstanding - and shows readers clearly and simply how it is possible to create a standout school. Drawing on Andrew's time as Head at two schools led from special measures to outstanding (he is currently aiming for a hat-trick, having taken sponsorship just four terms ago), The Art of Standing Out is a unique blend of personal insights and tried-and-tested strategies to help school leaders create schools that are celebrated far beyond simple Ofsted categorisation. Practical, personal and multi-faceted, The Art of Standing Out is a powerful, must-read blueprint for Heads, leadership teams and governors at schools with world-class ambitions.

Offering a vital, critical contribution to debates on gender, sexuality and schooling in South Africa, this book highlights how South African educational practices, discourses and structures normalize cisheteronormativity, along with how these are resisted within schools and through contemporary forms of activism. Not only does it add fresh insights to the existing research literature on gender, sexualities and schooling, it also underscores the valuable contributions of queer and transgender social movements, which have made influential legislative, teaching, learning and support contributions to education. Drawing on ethnographic research with queer and transgender activists, teachers, school managers, parents and school attending youth, the book provides everyday real-life quotes and observations offering a deeply critical contribution to the debates on gender and sexualities, education and activism. Using spatial and affect theories, it troubles the assumptions that frame this field of research to make a novel contribution to the national and international literature and research. The book provides research-based insights for thinking about and calls for informed action to challenging cisheteronormativity within and beyond schools.

Urban Renewal and School Reform in Baltimore examines the role of the contemporary public school as an instrument of urban design. The central case study in this book, Henderson-Hopkins, is a PK-8 campus serving as the civic centerpiece of the East Baltimore Development Initiative. This study reflects on the persistent notions of urban renewal and their effectiveness for addressing the needs of disadvantaged neighborhoods and vulnerable communities. Situating the master plan and school project in the history and contemporary landscape of urban development and education debates, this book provides a detailed account of how Henderson-Hopkins sought to address several reformist objectives, such as improvement of the urban context, pedagogic outcomes, and holistic well-being of students. Bridging facets of urban design, development, and education policy, this book contributes to an expanded agenda for understanding the spatial implications of school-led redevelopment and school reform.

* Takes a 'middle way', looking at how progressive and traditional perspectives might complement one another to develop a long-term strategy for wellbeing in schools * Includes strategies, takeaways and case studies to help readers put the ideas in the book into practice * Includes resources for staff training/inset. * Offers a more personalised approach to leadership and wellbeing.

Drawing on rich case studies of Baltimore City and Boston, this volume identifies policy factors and processes critical to the successful district-wide adoption of community schools. By applying the Multiple Streams Model (Kingdon) to comparative analysis of policy determination and the narratives of local stakeholders across a 16-year period, chapters illustrate the role of federal legislation, funding, and buy-in from coalitions, community leaders, and local advocates in ensuring policy adoption in Baltimore City. In contrast, Boston's more limited reforms are explained in light of local challenges and hindering dynamics. Ultimately, the volume offers key recommendations for stakeholders to drive successful policy uptake in urban school districts. Offering a new analysis of policy for community schools, this volume will be of interest to students, scholars, and researchers with an interest in school reform, as well as urban education.

This topical book explores the ally perspective in advocating for Lesbian, Gay, Bi-sexual, Transgender, Queer and Inter-sex (LGBTQI+) human rights across American, Canadian, and Australian educational contexts. This book aims to clarify the terms and dynamics of mobilizing heterosexual and cisgender privilege in the interests of promoting safe, welcoming and inclusive educational communities for all stake holders, particularly those students who self- identify as LGBTQI+. By highlighting concrete examples of allies engaged in participatory collaborative research, and by investigating the historical and theoretical dimensions of ally work more generally, this volume presents a comprehensive research account of allies' role in education, advocacy and activism. This book will benefit researchers, academics, and educators in higher education with an interest in gender and sexuality, the sociology of education and schools and schooling more broadly. Those specifically interested in gender studies, as well as the politics of higher education, will also benefit from this book.

In 1991 Allan Collins, John Seely Brown and Ann Holum published 'Cognitive Apprenticeship: Making Thinking Visible'. Nearly a quarter of a century later John Tomsett encountered their paper and since then, it has influenced his teaching immeasurably. Collins et al. believed that 'domain (subject) knowledge ... provides insufficient clues for many students about how to actually go about solving problems and carrying out tasks in a domain'. They believed that you had to make expert subject thinking visible to students. Consequently, Tomsett developed a number of techniques which made his expert subject thinking visible to his students, to great effect. Beyond his own practice, the principles behind Collins et al's paper have been woven throughout Huntington School in York, where Tomsett is headteacher, a research school whose teachers are committed to developing evidence-informed classroom practice. In this book, a number of Huntington School teachers discuss, in a series of brief essays, what they consider to be the expert thought processes specific to their individual subject domains. They explain in detail how they use cognitive apprenticeship techniques 'in action' to make their disciplinary thinking visible and help their students learn those same expert thought processes. This book is a priceless contribution to the current debate about the curriculum and how it is taught in our schools.

Against the backdrop of research that tells us emotions are playing an increasingly prevalent role in organizations' performance, this text draws on empirical studies to powerfully argue that it is incumbent upon school principals to display emotional leadership within the education system. A Model of Emotional Leadership in Schools sets out the importance of affective wellness in teachers and addresses questions on emotive school management. Bringing together a range of studies, the book elucidates emotion as a managerial tool in the school environment, and considers the interpersonal emotional support of teachers by principals. Ultimately, the text puts forward a new model of emotional leadership in schools to provide practical insights into the ways in which principals can influence, transform, and manage teachers' emotions. This insightful text will be of interest to researchers, academics, and postgraduate students in the fields of school leadership and leadership strategy, as well as educators and school leaders concerned with how interpersonal aspects of emotion management play out within the school context. Izhak Berkovich is a faculty member in the Department of Education and Psychology at the Open University of Israel, Israel. Ori Eyal is Chair of the Graduate Division of Policy, Administration, and Leadership in Education at the Hebrew University of Jerusalem, Israel.

Despite meritocratic claims of equal opportunity, official statistics released by the Ministry of Education, Singapore, reveal that a large segment of the Malay population has sustained the lowest academic achievement from 1987 to 2011. This statistical representation raises the possibility of a politically induced, systemic inequality as a point of investigation. To investigate this seeming contradiction between the rhetoric and practice of equal educational opportunity, Nadira Talib analyses education policies by drawing on a synthesis of philosophical perspectives and critical discourse analysis as a way of making explicit how the historical constitution of the learner is linked to the legitimisation of inequitable education policies that favour corporatist practices. By making explicit how the underlying assumption of the policy 'logic' that increasing expenditure on 'talents' must necessarily involve the increasing welfare of everybody is both unsubstantiated and arbitrary, the book presents a moral political problem in demonstrating how education policies are unfounded and unsupported through the idea of meritocracy.

The narrative around flexible working needs flipping. After being able to work flexibly for 14 of her 23 years in education across teaching, school leadership and MAT leadership roles, Emma Turner realised that sadly, she's actually in the minority and has just been kinda lucky. Across the education system, although there is a recent groundswell of support for developing more life friendly, innovative and flexi ways of working, there are still a great deal of misconceptions, biases and prejudices about flexible working and flexible workers. Through her 'playlist' of educational floor fillers, Emma explores some of the successful ways in which flexible working can be viewed by both employers and employees for staff at all levels, including senior and school leadership. Designed to open up the flexible working conversation, this book outlines what can work, what has worked and what could work. This new way of viewing the flexi narrative from an experienced flex-pert encourages all to revisit our views on flexible working.

*This book offers system leaders, principals and teachers secure research-based design principles to follow, enabling schools to evolve into the future. *Offers inspiring examples of practice that is not just theoretical but well-advanced in schools across the world. *Presents international case studies that are drawn from diverse contexts: inner city, rural, remote, high- and low-SES; public and private. *Offers a vision of the future of schooling that is engaging, inspiring and intent on enabling success for all learners.

This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.

Developing Your School's Student Support Teams is a practical manual for schools seeking to establish and sustain coordinated teams in support of students' social, emotional and behavioral health. Every day, students struggle with a range of issues, including traumas, that complicate their learning, engagement, and overall well-being. School psychologists, counselors, social workers and nurses are employed in many school districts, but their schedules often make it difficult to collaborate effectively in developing and implementing comprehensive intervention plans. This book promotes teamwork throughout schools by exploring how interdependent practitioners can come together at the appropriate levels and times to help coordinate school and community resources. This "filtering" process will guide K-12 leaders and service professionals toward systems and decision-making that enable long-term student supports, accurate identification of systemic learning barriers, improved school culture and climate, attention to diverse populations, and more. With these proactive teamwork strategies, school staff will be better prepared to share workload and accountability and to identify and build upon the existing strengths and supports of every student.

* Draws together real experiences of middle-leadership and offers practical tips to help aspiring, new and experienced middle leaders * Covers all aspects of middle leadership including leadership styles, pedagogical approaches, the curriculum and staff wellbeing * Offers advice on avoiding common pitfalls * Advocates for an approach to leadership that is academically rigorous, but also prioritises staff and pupil wellbeing.

Generative Learning in Action helps to answer the question: which activities can students carry out to create meaningful learning? It does this by considering how we, as teachers, can implement the eight strategies for generative learning set out in the work of Fiorella and Mayer in their seminal 2015 work Learning as a Generative Activity: Eight Learning Strategies that Promote Learning. At a time when a great deal of attention has been paid to the teaching and learning from the perspective of effective instruction, Generative Learning looks at the flip side of coin and considers what is happening in the minds of the learner. This book takes a teachers-eye view of a range of theories of learning and keeps their application to the classroom firmly in mind through the use of case studies and reference to day to day practice. Generative Learning in Action also discusses the key considerations and potential limitations of each of the strategies, as well as how you could implement these in your own practice and more widely across a school. The authors bring a wealth of experience to this topic. Zoe Enser was a classroom English teacher for over 20 years as well as head of department and school leader in charge of improving teaching and learning. She is now lead specialist advisor for Kent with The Education People. Mark Enser has been a geography teacher for the best part of two decades as well as a head of department and research lead. He is the author of Making Every Geography Lesson Count and Teach Like Nobody's Watching as well as a TES columnist.

David Gribble's last book, Lifelines, was selected as book of the week in the Times Educational Supplement. Tim Brighouse had this to say about it: Books such as this test fundamental beliefs. Do we belong to the libertarian idealistic Left that believes in the fundamental goodness of children? Or are we with the Gradgrind disciplinarian Right, which discounts the 'Don't smile until Christmas' theory of discipline, because it thinks children should never smile? Worlds Apart challenges these basic beliefs once again, providing evidence from the opposing camps and presenting it side by side. The book does not pursue a single argument but instead juxtaposes the two styles of education, firstly in the words of the adutls who expound them and then from the point of view of the young people who experience them. Fourteen pages of photographs vividly illustrate the contrasting nature of the different types of school

Written under the guidance and with the support of Dylan Wiliam, Kate Jones writes about five formative assessment strategies in action in the classroom, with a foreword from Professor John Hattie. Building on the highly successful work of Wiliam and Siobhan Leahy, ideas are shared and misconceptions with formative assessment are addressed with lots of practical advice. Formative assessment in action focuses on five evidence-informed strategies that the teacher can use to support their learners to make progress. Formative assessment can help both the teacher and student understand what needs to be learned and how this can be achieved. During the learning process, formative assessment can identify students' progress as well as highlighting gaps in their knowledge and understanding, therefore giving the teacher useful insight as to what feedback and instruction can be provided to continue to move learners forward. Formative assessment takes place during the learning process. It continually informs the teacher and student as to how learning can move forward as it is happening. This is different to summative assessment, which focuses on the evaluation of student learning at the end of the process. There's a range of case studies from different subjects and key stages to show how formative assessment can be embedded across a curriculum successfully.

*This book offers system leaders, principals and teachers secure research-based design principles to follow, enabling schools to evolve into the future. *Offers inspiring examples of practice that is not just theoretical but well-advanced in schools across the world. *Presents international case studies that are drawn from diverse contexts: inner city, rural, remote, high- and low-SES; public and private. *Offers a vision of the future of schooling that is engaging, inspiring and intent on enabling success for all learners.

One of the key ways in which the traditional Jewish world of eastern Europe responded to the challenges of modernity in the nineteenth century was to change the system for educating young men so as to reinforce time-honoured, conservative values. The yeshivas established at that time in Lithuania became models for an educational system that has persisted to this day, transmitting the talmudic underpinnings of the traditional Jewish way of life. To understand how that system works, one needs to go back to the institutions they are patterned on: why they were established, how they were organized, and how they operated. This is the first properly documented, systematic study of the Lithuanian yeshiva as it existed from 1802 to 1914. It is based on the judicious use of contemporary sources-documents, articles in the press, and memoirs-with a view to presenting the yeshiva in its social and cultural context. Three key institutions are considered. Pride of place in the first part of the book is given to the yeshiva of Volozhin, which was founded in 1802 according to an entirely new concept-total independence from the local community-and was in that sense the model for everything that followed. Chapters in the second part focus on the yeshiva of Slobodka, famed for introducing the study of musar (ethics); the yeshiva of Telz, with its structural and organizational innovations; and the kollel system, introduced so that married men could continue their yeshiva education. Topics covered include the leadership and changes in leadership; management and administration; the yeshiva as a place of study; and daily life. This English edition is based on the second Hebrew edition, which was revised to include information that became available with the opening of archives in eastern Europe after the fall of communism.

Developing Your School's Student Support Teams is a practical manual for schools seeking to establish and sustain coordinated teams in support of students' social, emotional and behavioral health. Every day, students struggle with a range of issues, including traumas, that complicate their learning, engagement, and overall well-being. School psychologists, counselors, social workers and nurses are employed in many school districts, but their schedules often make it difficult to collaborate effectively in developing and implementing comprehensive intervention plans. This book promotes teamwork throughout schools by exploring how interdependent practitioners can come together at the appropriate levels and times to help coordinate school and community resources. This "filtering" process will guide K-12 leaders and service professionals toward systems and decision-making that enable long-term student supports, accurate identification of systemic learning barriers, improved school culture and climate, attention to diverse populations, and more. With these proactive teamwork strategies, school staff will be better prepared to share workload and accountability and to identify and build upon the existing strengths and supports of every student.

Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States. Reviewing the Success of Full-Service Community Schools in the US documents the experiences of students, teachers, and communities involved in the establishment and growth of FSCSs. By considering how successful this reform strategy has been in meeting the needs of underserved communities, the text illustrates the potential these schools have to transform students' learning and outcomes. In particular, the studies illustrate the value these schools have in supporting low-income students and students of color. At the same time, by interrogating the defining pillars of FSCSs - expanded learning opportunities, integrated services, family and community engagement, and collaborative leadership - chapters identify challenges that if left unattended, could limit the transformative potential of this reform strategy. This groundbreaking text will be of great interest to graduate and postgraduate students, researchers, academics, professionals, and policy makers in the fields of Educational Change and School Reform, Multicultural Education, Sociology of Education, Education Policy, and School Management and Administration.

Framed by the theoretical work of Gloria Anzaldua, this volume focuses on the cultural and linguistic practices of Mexican-origin youth at the U.S. border to explore how young people engage in acts of "bridging" to develop rich, transnational identities. Using a wealth of empirical data gathered through interviews and observations, and featuring perspectives from multinational and transnational authors, this text highlights how youth resist racialized and raciolinguistic oppression in both formal and informal contexts by purposefully engaging with their heritage culture and language. In doing so, they defy deficit narratives and negotiate identities in the "in-between." As a whole, the volume engages issues of identity, language, and education, and offers a uniquely asset-based perspective on the complexities of transnational youth identity, demonstrating its value in educational and academic spaces in particular. This text will benefit researchers, academics, and educators with an interest in the sociology of education, multicultural education, and youth culture more broadly. Those interested in language and identity studies, as well as adolescence, schooling, and bilingualism, will also benefit from this volume.

* Features more than 20 case studies that will serve as inspirational models for teachers and school leaders. These stories come from public, private, and charter schools in urban, suburban, and rural communities. * Each case study ends with a short section called "Learning from School or District: Bringing Practice to Your Classroom/School/District" to clearly articulate practical applications from the case study. * Authored by the Executive Director of the Green Schools National Network (GSNN) * Explores the GSNN four pillars "GreenPrint" for Green, Healthy, and Sustainable that have emerged from 10 years of research, evaluation, and work with schools and school districts. * Very few books address whole school sustainability and even fewer, if any others, highlight stories of leading change for sustainability. This is the first compilation of case studies written by leaders of transformative change in their schools and school districts. * We're facing complex and urgent crises that are both local and global ; PK-12 education has the responsibility and opportunity to serve as a model of local action and learning toward a more vibrant and sustainable future. This book highlights this need and provides exemplars in action.

* Features more than 20 case studies that will serve as inspirational models for teachers and school leaders. These stories come from public, private, and charter schools in urban, suburban, and rural communities. * Each case study ends with a short section called "Learning from School or District: Bringing Practice to Your Classroom/School/District" to clearly articulate practical applications from the case study. * Authored by the Executive Director of the Green Schools National Network (GSNN) * Explores the GSNN four pillars "GreenPrint" for Green, Healthy, and Sustainable that have emerged from 10 years of research, evaluation, and work with schools and school districts. * Very few books address whole school sustainability and even fewer, if any others, highlight stories of leading change for sustainability. This is the first compilation of case studies written by leaders of transformative change in their schools and school districts. * We're facing complex and urgent crises that are both local and global ; PK-12 education has the responsibility and opportunity to serve as a model of local action and learning toward a more vibrant and sustainable future. This book highlights this need and provides exemplars in action.