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.