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Contents: 1. What we know about school size and leadership 2. Leading small primary schools 3. Leadership in medium sized primary schools 4. Leadership in large primary schools 5. Learning centred leadership - Influencing what happens in classrooms 6. Structures and systems in schools 7. Developing leaders and leadership 8. Overview and conclusions
Contents: 1. What we know about school size and leadership 2. Leading small primary schools 3. Leadership in medium sized primary schools 4. Leadership in large primary schools 5. Learning centred leadership - Influencing what happens in classrooms 6. Structures and systems in schools 7. Developing leaders and leadership 8. Overview and conclusions
Based on the field-tested approach of the Cambridge "Improving the
Quality of Education For All" project (IQEA), this handbook
includes a wide range of staff development activities, readings and
photocopiable proformas to enable schools to implement their own
improvement projects. The book should assist schools embarking on
their own journey of school improvement and developing action plans
as a consequence of school inspections.;This second edition has
been extended to include recent evidence and examples from the IQEA
project. Increased involvement with school in different contexts
and different countries has expanded the evidence base concerning
IQEA's impact and effectiveness. Consequently, this book offers an
updated view of the project and places it within the contemporary
context of school reform and change.
Drawn from the experience of the Essex Primary School Improvement
programme, this book shows how primary schools in the county have
improved their standards subsequent to OFSTED inspection. It
explores the role of the LEA in supporting schools and their
efforts to improve. It also looks at the collaborative relationship
that LEAs and schools can form, and the implications for school
leadership and for students. The book also sheds light on issues of
consultancy, information and data handling, and evaluating school
improvement.
Helps teachers and managers develop self-assessment skills and
procedures, to make OFSTED more manageable
Self-assessment is likely to be part of the future of OFSTED
inspection - this book anticipates what schools will need to do,
and provide the knowledge and tools to make it possible
A practical handbook which senior staff in primary schools can use
to support their activities in evidence-based management. There is
increased emphasis on teachers monitoring the quality of teaching
and learning, the Teacher Training Agency's direction is toward
teaching as a research-based profession, and there is greater need
to assess learning gains and evaluate year-on-year progress in
schools. For headteachers, deputy heads, managers, Key Stage
coordinators and subject coordinators, this book will provide the
guidance they need to conduct and act upon quality reviews and
evidence-based analyses of pupils' learning and the quality of
teaching.
Helps teachers and managers develop self-assessment skills and
procedures, to make OFSTED more manageable
Self-assessment is likely to be part of the future of OFSTED
inspection - this book anticipates what schools will need to do,
and provide the knowledge and tools to make it possible
A practical handbook which senior staff in primary schools can use
to support their activities in evidence-based management. There is
increased emphasis on teachers monitoring the quality of teaching
and learning, the Teacher Training Agency's direction is toward
teaching as a research-based profession, and there is greater need
to assess learning gains and evaluate year-on-year progress in
schools. For headteachers, deputy heads, managers, Key Stage
coordinators and subject coordinators, this book will provide the
guidance they need to conduct and act upon quality reviews and
evidence-based analyses of pupils' learning and the quality of
teaching.
This concise, readable book, with practical illustrations, will be
relevant to TTA courses for the new National Professional
Qualification for Headteachers and will draw upon the principles
and frameworks the TTA has introduced for its headteacher
programmes.
*Focuses on leadership for school improvement, looking at how heads
and deputies lead, or might lead, their school's improvement
efforts.
First published in 1989. Routledge is an imprint of Taylor and
Francis, an informa company.
This is both a study of leadership and a research methods text. It
offers an analytical description of a primary headteacher at work
over the course of one school year. Using a mix of
participant-observation and interviews, the book provides a
portrait of this head's approach to his work - his background,
beliefs, the school as a context, what he did, how he dealt with
change and development, power and the personal dimension of
headship. The portrait is matched to the contemporary literature
and an hypothesis is formulated about primary headship and is then
used to critique existing ideas about school leadership. The book
also suggests ways of developing heads and school teachers.
Using findings from an ESRC-funded research project involving five
primary schools, this is an inside account of how primary schools
work together to develop the curriculum in their schools.
Curricular policies are examined to determine their effect on
pupils' learning experiences and issues of social leadership are
analyzed. To effect the study and provide the inside story, each
author worked as a part-time teacher in the five schools. It is
aimed at headteachers, teachers on advanced courses, LEA advisers
and inspectors, PGCE/FE/HE lecturers in primary education, MA/MEd
lecturers and students.
Using findings from an ESRC-funded research project involving five
primary schools, this is an inside account of how primary schools
work together to develop the curriculum in their schools.
Curricular policies are examined to determine their effect on
pupils' learning experiences and issues of social leadership are
analyzed. To effect the study and provide the inside story, each
author worked as a part-time teacher in the five schools. It is
aimed at headteachers, teachers on advanced courses, LEA advisers
and inspectors, PGCE/FE/HE lecturers in primary education, MA/MEd
lecturers and students.
First Published in 2001. Routledge is an imprint of Taylor &
Francis, an informa company.
This book provides practical guidelines and a framework for
teachers as they try to develop their schools. The authors underpin
the framework with insights, observations and findings from
school-based researchers and developers and make use of the
responses and feelings of teachers. Leadership, the management of
curriculum change and INSET for development are covered and case
studies included.
This concise, readable book, with practical illustrations, will be
relevant to TTA courses for the new National Professional
Qualification for Headteachers and will draw upon the principles
and frameworks the TTA has introduced for its headteacher
programmes.
*Focuses on leadership for school improvement, looking at how heads
and deputies lead, or might lead, their school's improvement
efforts.
Drawn from the experience of the Essex Primary School Improvement
programme, this book shows how primary schools in the county have
improved their standards subsequent to OFSTED inspection. It
explores the role of the LEA in supporting schools and their
efforts to improve. It also looks at the collaborative relationship
that LEAs and schools can form, and the implications for school
leadership and for students. The book also sheds light on issues of
consultancy, information and data handling, and evaluating school
improvement.
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