A principal's job is astonishingly complex, and its competing demands can be overwhelming, especially in the first few years. In this book, Jen Schwanke, a principal herself, provides a mentor's guidance to steer new principals through the period of adjustment and set the foundation for a long and rewarding career. The topics you wish your graduate program had covered are covered here-directly, practically, and without the jargon. Drawing on her own experience, Schwanke provides strategies for tackling the most common yet most daunting challenges of the principalship, including: Establishing productive professional relationships. Building and maintaining a positive school culture. Resolving conflict among staff and parents. Providing effective instructional leadership. Supporting students' social-emotional needs. Conducting staff evaluations and delivering feedback. Keeping up with district, state, and federal mandates. Managing the facility and the budget. Providing focused and effective professional development. Prioritizing responsibilities. Learning from student and schoolwide data. Planning for growth and change. Working through behavior and discipline issues. Hiring high-quality teachers and supporting new ones. Leading effective meetings. Maintaining balance. The standalone chapters provide easy access to the solutions you need for the situations you face. Along with real-life scenarios and critical tips for success, you'll find helpful models of what to do, what to say, and how to say it. This book is a source for ideas any time you encounter a problem and think, "Now what?" It's the beginning of an ongoing conversation about the wonderful and rewarding work of being a principal.

Understanding the dynamics of trust is an imperative undertaking for educational leaders. In this book, using an ecological perspective of the lifecycle, the authors situate trust as an essential ingredient of school leaders' moral agency and ethical decision making. Based on their 15 years of research on trust in education, the authors describe the nature and dimensions of trust, its importance and imperative, and its fragility and usefulness for school leaders, positioning them as trust brokers in school organizations. The book offers a detailed description of trust's lifecycle stages, namely establishing, maintaining, sustaining, breaking, and restoring, as pertinent to educational settings. It discusses leaders' trust brokering in relation to social capital and psychological contract and interconnected hosting virtues of compassion, hope, and trust. The authors conclude with the role of maturing vision of moral agency, the subjective and objective responsibilities of educational leaders, and the necessary ethical commitments and courage to enact transformative practices in order to provide trustworthy leadership. With its theoretical and empirical basis, this book is an excellent resource for scholars in the fields of education, business, and leadership. It is also a valuable resource as required or supplementary reading for graduate courses in educational administration, leadership, and policy studies. Practitioners in these areas will find valuable insights that they can incorporate into their work.

Focusing on academic entrepreneurship in the university context, the authors explore how researchers, teachers, students, academic managers and administrators make sense of entrepreneurship and of the paradoxes and contradictions involved. The book investigates how these diverse entrepreneurial actors and their stakeholders interpret and analyse entrepreneurial activities within the university ecosystem. New Movements in Academic Entrepreneurship covers research commercialisation, academic start-up companies and entrepreneurship education, as well as university-society relationships more widely. With contributions from Europe, North America and Asia, this book helps to broaden our understanding of academic entrepreneurship using original theoretical insights and rich empirical data. Essential reading for students and researchers of entrepreneurial universities and ecosystems, this book provides fresh theoretical frameworks and an inclusive understanding of academic entrepreneurship.

It is an old cliche that leading and managing academics is like herding cats. This book challenges this myth and presents a way to deal with the many challenges of academic leadership, from managing departments, research groups and teams to managing tensions between research and teaching. The book is a practical and stimulating guide to different pathways to successful academic leadership, both in personal and organizational terms.

The book represents an accessible and comprehensive point of reference for both the academic and the practitioner world in showing how education can be transformed and innovated to become more sustainable and resilient. The recent covid crisis shows that the education system and approaches used are not sustainable but can be ambushed and reactive. How can we (in the present) determine what we should learn to be prepared for the future? How can education be changed so that we learn more quickly and more effectively? Not only focusing on new methods/technologies but also on innovation of the learning process. How to use the experience to create future proof education and how certain innovations in education play a role in this transition? These are some of the questions answered in the book. It represents an overview of the state of affairs of innovative techniques used in education from both distance and face-to-face education. The topic of innovation is highly relevant for both the business world and a challenging and complex subject for the education industry. This is a unique book that offers new empirical insights for practitioners and policy makers of the field. Our approach in designing this book was a critical reflection of field expertise and scholarly experience, tailored to the knowledge needs dictated by the novelty and complexity of the topic.

The emotive discourses on the subject of university rankings are directly linked to the effect of such rankings on the performance of universities throughout the world. It has been observed that the top-ranked universities attract major financial commitments from the industry, the best students, quality researchers, and a wide range of other quality endowments such as equipment, libraries, and laboratories. It is not surprising that the ranking of universities has gained popularity and become a significant factor shaping not only the reputation of universities but also the performance of said institutions around the world, including the developing countries. Impact of Global University Ranking Systems on Developing Countries presents a collection of perspectives from scholars and other stakeholders on the impact of the global ranking systems on developing countries. The book is an additional resource for discussion and discourse as far as the global university ranking systems are concerned and opens new frontiers for further research. Covering key topics such as assessment, ethics, and academic freedom, this premier reference source is ideal for administrators, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.

The benefits of collaborative learning are well documented-and yet, almost every teacher knows how group work can go wrong: restless students, unequal workloads, lack of accountability, and too little learning for all the effort involved. In this book, educators Nancy Frey, Douglas Fisher, and Sandi Everlove show you how to make all group work productive group work: with all students engaged in the academic content and with each other, building valuable social skills, consolidating and extending their knowledge, and increasing their readiness for independent learning. The key to getting the most out of group work is to match research-based principles of group work with practical action. Classroom examples across grade levels and disciplines illustrate how to: Create interdependence and positive interaction. Model and guide group work. Design challenging and engaging group tasks. Ensure group and individual accountability. Assess and monitor students' developing understanding (and show them how to do the same). Foster essential interpersonal skills, such as thinking with clarity, listening, giving useful feedback, and considering different points of view. The authors also address the most frequently asked questions about group work, including the best ways to form groups, accommodate mixed readiness levels, and introduce collaborative learning routines into the classroom. Throughout, they build a case that productive group work is both an essential part of a gradual release of responsibility instructional model and a necessary part of good teaching practice.

* Contains over 100 tried and tested techniques that teachers and school leaders can use to drive improvements in teaching and learning. * Includes infographics and videos for every technique to show how it works in practice with additional audio commentary to spotlight each step and make it easier for teachers to replicate. * Codifying the key skills for every teacher to get better and for every school leader to drive improvements in their school, the Playbook covers: * The layout and approach takes into account research into memory and how we learn to make it easier for teachers to process the techniques.

Recently, the priorities of higher education have adjusted; where before the focus was primarily on the financial side of education, institutions now consider people to be their main source of value and education to be much more than the production and dissemination of knowledge. Due to this, a gap has been created between decades of emphasis on financing and the undermining of the qualitative requirements of education. New Perspectives on Using Accreditation to Improve Higher Education outlines key issues that must be addressed if accreditation agencies globally are to achieve their primary objective of ensuring that universities and the degree programs they offer are of even greater quality than they are at present. Covering topics such as leadership, assessment, and sustainability, this reference work is ideal for principals, policymakers, higher education staff, researchers, scholars, academicians, practitioners, instructors, and students.

Responsive learning and responsible learning have not been considered and utilized appropriately in the past, especially in light of the post-pandemic higher education landscape. A discussion and consideration of the different elements that make up responsive and responsible learning such as agency, agility, mindfulness, connectedness, resourcefulness, active and seamless learning, and regulation of learning are required to advance the field of higher education. Cases on Responsive and Responsible Learning in Higher Education encompasses cases on responsive and responsible learning in higher education and focuses on how the concepts are translated into practice by instructors, learning facilitators, and higher education managers. The book also deals with various practicalities and strategies and adopts existing models and frameworks for 21st century learning. Covering key topics such as learner agency, mindfulness, and personalized learning, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

Providing an insightful and comprehensive introduction to the world of journal publishing within the fields of political science and international relations, this book offers in-depth guidance to maximize the likelihood of publishing success. Using their extensive experience as journal editors, Marijke Breuning and John Ishiyama also include crucial advice on how to select an appropriate journal, revise manuscripts, and how to increase the impact of published work. Common questions are answered, such as: when is the right time to submit your manuscript; how to select a co-author; and when to contact an editor, as well as the challenging aspect of how to deal with rejections. Other key topics are thoroughly reviewed and explored, including guidance on ethics and integrity in publishing journal articles, emerging practices regarding research transparency, and new frontiers in academic journal publishing such as Open Access. This engaging book will be an invaluable resource for graduate students and scholars looking to improve their understanding of the journal publishing process, as well as providing an essential guide for those undertaking this journey for the first time.

In this provocative and timely book, Luis Eladio Torres challenges a common assumption: that education is the "first priority" for families, including those who are raising their children in low-income, high-need communities. Instead, he argues that these families must confront daunting challenges in five other areas-food, shelter, safety, health, and access to technology-before they can focus on their children's education. To make his case, Torres draws on his experience as the award-winning principal of an elementary school in the Bronx and as a leader in New York City's community schools network. A community school focuses on educating the whole child, supporting families, and extending its reach into the larger community-both by tapping into resources the community can offer and by providing a range of social and health services to that community. The Six Priorities: How to Find the Resources Your School Community Needs demonstrates how leaders in challenging education environments can improve their schools through a "community-matching process" that consists of four steps: 1. Identifying the gaps between what is available and what is necessary for a school and its community to function well 2. Specifying needs, including prioritizing and distinguishing needs from wants. 3. Telling your story, as a way to gain support for the effort to close the gap and address the needs. 4. Establishing strategic partnerships with individuals, organizations, and agencies that can provide resources and expertise. To help you implement the process in your own school, this insightful guide includes a downloadable community-matching worksheet. The goals of this process are clear: to reduce the shocking inequities between impoverished communities and their wealthier counterparts; to help disadvantaged students succeed; and, ultimately, to steer them toward productive lives beyond the classroom. The need has never been greater.

Research in the field of education for sustainable development (ESD) is of growing concern to meet the needs of the diverse student populations in various higher education institutions. People around the world recognize that current economic development trends are not sustainable and that public awareness, education, and training are key to moving society toward sustainability. Although ESD continues to grow both in content and pedagogy and its visibility and respect have grown in parallel, education officials, policymakers, educators, curriculum developers, and others are called upon to rethink education in order to contribute to the achievement of the goals of sustainable development in higher education. Implications of Sustainable Development in Higher Education: Teaching, Learning, and Assessment provides insight regarding the implications of ESD for teaching, learning, and assessment in higher education and demonstrates the value of adopting an ESD lens by broadening and strengthening the evidence base of the impact that this can make for students, educators, and society as a whole. Covering key topics such as assessment, globalization, and inclusion, this reference work is ideal for university leaders, administrators, policymakers, researchers, scholars, practitioners, academicians, instructors, and students.