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The broad approach of local management of schools or self-managing schools is now widely accepted. In Britain, there is even consensus between the three major political parties that the approach should be continued and extended. A key issue, though, is what comes next for self- managing schools? Drawing on their work and experience in research consultancy, Caldwell and Spinks examine the way in which education is changing, and outline what is desirable and workable for schools today, with clear guidelines for policy-makers and practitioners. The focus is specifically on the school, the classroom, the student, and the future of learning in society. Practitioners will find this book immediately accessible and useful.
The broad approach of local management of schools or self-managing
schools is now widely accepted. In Britain, there is even consensus
between the three major political parties that the approach should
be continued and extended. A key issue, though, is what comes next
for self- managing schools? Drawing on their work and experience in
research consultancy, Caldwell and Spinks examine the way in which
education is changing, and outline what is desirable and workable
for schools today, with clear guidelines for policy-makers and
practitioners. The focus is specifically on the school, the
classroom, the student, and the future of learning in society.
Practitioners will find this book immediately accessible and
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.
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