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Originally published in 1989. The pursuit of excellence is much
discussed with reference to education, but the question remains,
'How can a school become excellent?' This book demonstrates that
excellence depends on good management which, in turn, depends not
only on a clear understanding of good management theory, but on the
ability to translate theory into practice. The authors offer
profound insights into three crucial areas of leadership: culture,
structure, and public accountability. Drawing on areas outside
education, such as advertising and business, they discuss many
innovations that are already current - flexitime, the vertical
curriculum, mastery learning, community support - and depict ways
in which these can be brought together into a total educational
experience. More strikingly, however, they look ahead, examining
the potential changes to our concept of schooling: for instance
those brought about by the growth of information technology. This
book emphasises that at the heart of outstanding schooling are
visionary leadership, a clear sense of purpose, and creatively
conceived and flexible support structures.
Much has been written about globalization and the challenge of
preparing young people for the new world of work and life in times
of complexity and continuous change. However, few works have
examined how globalization has and will continue to shape education
in the East. This volume discusses education within the context of
globalization and examines what is occurring in schools and systems
of education in the People's Republic of China, Hong Kong, Chinese
Taipei, Singapore, and Australia. Closer examination of recent
developments and current trends reveal the same turbulence and a
range of common issues in areas such as assessment, curriculum,
leadership, management of change, pedagogy, policy, professional
capacity and technology. This volume demonstrates the commonalities
and differences and offers tremendous insight into the way things
are done in places where student achievement is high but there is
also a sense of urgency in continuing an agenda of change.
Much has been written about globalization and the challenge of
preparing young people for the new world of work and life in times
of complexity and continuous change. However, few works have
examined how globalization has and will continue to shape education
in the East. This volume discusses education within the context of
globalization and examines what is occurring in schools and systems
of education in the People's Republic of China, Hong Kong, Chinese
Taipei, Singapore, and Australia. Closer examination of recent
developments and current trends reveal the same turbulence and a
range of common issues in areas such as assessment, curriculum,
leadership, management of change, pedagogy, policy, professional
capacity and technology. This volume demonstrates the commonalities
and differences and offers tremendous insight into the way things
are done in places where student achievement is high but there is
also a sense of urgency in continuing an agenda of change.
This text provides an analysis of the efforts to establish systems
of self-managing schools around the world. The core of this book is
the description of the transformation of the education system in
the state of Victoria, Australia, from dependence in a highly
centralized and bureaucratized structure to one that values local
decision making and the creation of a system of self-managing
schools. The text goes on to show how these and similar programmes
in other nations could lay the foundations for similar reform. The
authors propose that there must be changes in the role of key
stakeholders, including government, community and profession;
traditional approaches must be challenged and new ways to fund
schools to be canvassed.
This text provides an analysis of the efforts to establish systems
of self-managing schools around the world. The core of this book is
the description of the transformation of the education system in
the state of Victoria, Australia, from dependence in a highly
centralized and bureaucratized structure to one that values local
decision making and the creation of a system of self-managing
schools. The text goes on to show how these and similar programmes
in other nations could lay the foundations for similar reform. The
authors propose that there must be changes in the role of key
stakeholders, including government, community and profession;
traditional approaches must be challenged and new ways to fund
schools to be canvassed.
This is a book on the good practice of mentoring written by
scholars and practitioners in education, health and industry. It
considers the roles of the mentor-mentee in changing workplaces
affected by external forces including technology, the economy and
the dismantling of middle- management structures, and offers
guidelines for those who seek good practice, and the nurturing of
the individual in a caring and collaborative culture.; A brief
history of mentoring and its subsequent usage is presented, with
special attention paid to the gender issues. New concepts such as
"shadowing" and "reflective interviewing" are introduced and
explained, and strategies are presented in such a way that they can
be applied and adapted in any setting. The whole process,
therefore, aims to empower the professional in a school, university
or industrial level, and with others, towards a more effective and
perceptive practice.; All those involved in education and training
of individuals at a school, college or industrial level training
will find this useful.
This work is a sequel to The Self-Managing School and deals with leadership responsibilities on two levels - as head of a school responsible for loca management and as a director in a Local Education Authority responsible
Caldwell and Spinks' sequel to the highly successful The
Self-Managing School deals with leadership responsibilities on two
levels - as head of a school responsible for local management and
as a director in a Local Education Authority responsible, in turn,
for the local framework within which local management should
proceed. Guidelines for action at both levels are provided.
Offers a model for self-management based on research in effective
schools. Guidelines and illustrations based on successful adoption
are offered throughout. The aim is quality in education, with the
beneficiary being the pupil.
The Self-Transforming School combines an insightful meta-analysis
of factors contributing to the success of schools, and an
examination of powerful mega-trends that are shaping developments
in education, to offer the first mega-analysis in education policy
and practice. The book spans fifty years, beginning with Caldwell
and Spinks' ground-breaking work The Self-Managing School which
advocated innovative approaches that are now accepted as preferred
practice, before offering a prognosis and plan for the future. The
book argues that all schools in all settings can secure success for
all students in an era where society and the economy are changing
constantly and dramatically. Although schools find some support in
local and global networks, externally designed re-structuring,
re-staffing, or command-and-control direction isn't sufficient to
achieve transformation. Instead of replicating particular
approaches to achieve modest improvement, leadership of the highest
quality needs to be deeply embedded in schools and their systems.
Caldwell and Spinks propose three important points that need to be
taken into consideration: -schools are often at different stages of
self-transformation -self-transformation requires a high level of
professionalism, and must include teacher education and on-going
professional development -funding is critically important, and
efforts to build a capacity for self-transformation are constrained
by what is available. The book gives particular attention to
developments in Australia, Brazil, Canada, England, Finland, Hong
Kong, India, New Zealand, Shanghai, Singapore and the United
States. It will be of key interest to school leaders, policy
makers, and academics and postgraduate students engaged in research
on equity, student performance in highly disadvantaged settings and
education policy.
The Self-Transforming School combines an insightful meta-analysis
of factors contributing to the success of schools, and an
examination of powerful mega-trends that are shaping developments
in education, to offer the first mega-analysis in education policy
and practice. The book spans fifty years, beginning with Caldwell
and Spinks' ground-breaking work The Self-Managing School which
advocated innovative approaches that are now accepted as preferred
practice, before offering a prognosis and plan for the future. The
book argues that all schools in all settings can secure success for
all students in an era where society and the economy are changing
constantly and dramatically. Although schools find some support in
local and global networks, externally designed re-structuring,
re-staffing, or command-and-control direction isn't sufficient to
achieve transformation. Instead of replicating particular
approaches to achieve modest improvement, leadership of the highest
quality needs to be deeply embedded in schools and their systems.
Caldwell and Spinks propose three important points that need to be
taken into consideration: -schools are often at different stages of
self-transformation -self-transformation requires a high level of
professionalism, and must include teacher education and on-going
professional development -funding is critically important, and
efforts to build a capacity for self-transformation are constrained
by what is available. The book gives particular attention to
developments in Australia, Brazil, Canada, England, Finland, Hong
Kong, India, New Zealand, Shanghai, Singapore and the United
States. It will be of key interest to school leaders, policy
makers, and academics and postgraduate students engaged in research
on equity, student performance in highly disadvantaged settings and
education policy.
Originally published in 1989. The pursuit of excellence is much
discussed with reference to education, but the question remains,
'How can a school become excellent?' This book demonstrates that
excellence depends on good management which, in turn, depends not
only on a clear understanding of good management theory, but on the
ability to translate theory into practice. The authors offer
profound insights into three crucial areas of leadership: culture,
structure, and public accountability. Drawing on areas outside
education, such as advertising and business, they discuss many
innovations that are already current - flexitime, the vertical
curriculum, mastery learning, community support - and depict ways
in which these can be brought together into a total educational
experience. More strikingly, however, they look ahead, examining
the potential changes to our concept of schooling: for instance
those brought about by the growth of information technology. This
book emphasises that at the heart of outstanding schooling are
visionary leadership, a clear sense of purpose, and creatively
conceived and flexible support structures.
Raising the Stakes provides an understanding of the breadth of
resources that are needed in order to provide a quality education
to all students so that every individual, organisation and
institution can become a stakeholder in the enterprise. This
comprehensive book draws on best practice in several countries to
show how resources can be allocated to help achieve high
expectations for all schools. The book demonstrates how schools can
move from satisfaction with improvement to accepting the challenge
to transform, identifying and exploring the need to align four
kinds of resources: intellectual capital, that is, the knowledge
and skill of talented professionals social capital, being support
in the form of cash, expertise and advocacy drawn from a range of
individuals, organisations, agencies and institutions in the
broader community financial capital, which must be carefully
targeted to ensure that these resources are aligned and focused on
priorities for learning; and finally spiritual capital, which can
be viewed in a religious sense or in terms of the culture and
values that bring coherence and unity to these endeavours. The
authors also outline a Student-Focused Planning Model with
particular attention to the deployment of resources to support each
student and embracing the notion of personalising learning.
Practitioners and researchers reading this book will be inspired to
work more closely in networking knowledge about how 'high quality'
and 'high equity' can be achieved. Raising the Stakes is essential
reading for those with the responsibility of ensuring that
resources are acquired and allocated to achieve the best possible
outcomes for students.
It is time for a new narrative on schools in Australia. The
Alignment Premium proposes its major features. Analysis of
approaches in 13 countries, including most of the world's
top-performers, provides 15 benchmarks against which Australia's
performance is assessed. Findings include: Alignment among
different levels of government may be commendable in some respects
but there is much that is coercive, contrived, dysfunctional or
illusory; While achieving a top-ten ranking will depend on what
occurs in schools, attention should shift to how systems are
adapting to support all schools to become as good as Australia's
best; Lack of trust and inertia are serious constraints on efforts
to transform Australia's schools. Programs for professional
learning of teachers and school leaders are impressive when
assessed against international benchmarks. These should be the top
priority. Building on findings in The Autonomy Premium, the focus
should be on professional autonomy. The challenge is to design a
system in which all those who work in or for schools are fully
professional. This challenge extends to early childhood and
innovative approaches to polytechnic education. The Alignment
Premium is essential reading for policymakers, school leaders and
researchers who wish to write the new narrative.
An education leader is engaged in work that is difficult,
complicated and, at times, risky. It calls for purposeful, and
often daring activity. It is an undertaking that is coherent in
intent and thrilling in execution. This is the experience of
leaders at all levels, who have achieved success in the
transformation of schools.
The most grounded and incisive treatment of the future of schooling
you will ever find. Caldwell and Spinks show in clear and
compelling terms how to raise the stakes for each and every student
by putting the system to work on a new set of solutions.
Brilliantly and specifically insightful and action oriented. -
Michael Fullan, Ontario Institute for Studies in Education. Raising
the Stakes provides an understanding of the breadth of resources
that are needed in order to provide a quality education to all
students so that every individual, organisation and institution can
become a stakeholder in the enterprise. This comprehensive book
draws on best practice in several countries to show how resources
can be allocated to help achieve high expectations for all schools.
The book demonstrates how schools can move from satisfaction with
improvement to accepting the challenge to transform, identifying
and exploring the need to align four kinds of resources:
Intellectual capital, that is, the knowledge and skill of talented
professionals; Social capital, being support in the form of cash,
expertise and advocacy drawn from a range of individuals,
organisations, agencies and institutions in the broader community;
Financial capital, which must be carefully targeted to ensure that
these resources are aligned and focused on priorities for learning;
and finally Spiritual capital, which can be viewed in a religious
sense or in terms of the culture and values that bring coherence
and unity to these endeavors. The authors also outline a
Student-Focused Planning Model with particular attention to the
deployment of resources to support each student and embracing the
notion of personalizing learning. Practitioners and researchers
reading this book will be inspired to work more closely in
networking knowledge about how 'high quality' and 'high equity' can
be achieved. Raising the Stakes is essential reading for those with
the responsibility of ensuring that resources are acquired and
allocated to achieve the best possible outcomes for students.
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