• Introduction
• The setting
• The early career
• Looking up
• On being in charge
• The rewards
• Complications and complexities
• Careers and satisfaction
• Reality and response : a managerial subculture
• An uncertain future
• Appendix A : the interview, the fact sheet, and the sample
• Appendix B : the Iowa data and community differences.

When we think about school principals, most of us imagine a figure of vague, yet intimidating authority - for an elementary school student, being sent to the principal's office is roughly on par with a trip to Orwell's Room 101. But with "School Principal", Dan C. Lortie aims to change that. Much as he did for teachers with his groundbreaking book "Schoolteacher", Lortie offers here an intensive and detailed look at principals, painting a compelling portrait of what they do, how they do it, and why. Lortie begins with a brief history of the job before turning to the daily work of a principal. These men and women, he finds, stand at the center of a constellation of competing interests around and within the school. School district officials, teachers, parents, and students all have needs and demands that frequently clash, and it is the principal's job to manage these conflicting expectations to best serve the public. Unsurprisingly then, Lortie records his subjects' professional dissatisfactions, but he also vividly depicts the pleasures of their work and the pride they take in their accomplishments. Finally, "School Principal" offers a glimpse of the future with an analysis of current issues and trends in education, including the increasing presence of women in the role and the effects of widespread testing mandated by the government. Lortie's scope is both broad and deep, offering an eminently useful range of perspectives on his subject. From the day-to-day toil to the long-term course of an entire career, from finding out just what goes on inside that office to mapping out the larger social and organizational context of the job, "School Principal" is a truly comprehensive account of a little-understood profession.
(source: Nielsen Book Data)

• Chapter 1: In Search of the Elusive General Theory - John Burger , -
• Chapter 2: Observations on Leadership: Linking Theory, Practice and Lived Experience - Patricia Klinck , -
• Chapter 3: Change Theory as a Force for School Improvement - Michael Fullan , -
• Chapter 4: What We Know About Educational Leadership - Kenneth Leithwood , -
• Chapter 5: Contemporary Learning Theories, Instructional: Design and Leadership - Larry Sackney and Brenda Mergel , -
• Chapter 6: Democratic School Leadership in Canada's Public School Systems: Professional Value and Social Ethic - Paul T. Begley and Lindy Zaretsky , -
• Chapter 7: School and Community - Charles F. Webber and Bill Mulford , -
• Chapter 8: Using Resources Effectively in Education - Ben Levin and Nancy Naylor , -
• Chapter 9: Leading Towards Learning and Achievement: The Role of Quality Classroom Assessment - Anne Davies , -
• Chapter 10: A Survey of Existing School Leadership Preparation and Development Programs - Janice Wallace, Rosemary Foster and Joe DaCosta.
• (source: Nielsen Book Data)

This book offers cutting edge thinking on effective leadership processes. It pulls together the thinking of 16 educators with diverse backgrounds and experiences, all of whom hold keen interests in harnessing the forces that can improve educational opportunity for students. The book is intended to stimulate the thinking of every educator who aspires to influence decision-making and to provide direction to their school, district or institution.
(source: Nielsen Book Data)

• List of Tables, Figures and Illustrations Foreword Preface Acknowledgments Part I: What Is Organizational Learning?
• Chapter 1: New Ways of Thinking: New Ways of Learning Moving from an Industrial to a Knowledge Society Theory and Practice A Working Definition of Organizational Learning Case Study Looking Ahead Reflective Journal
• Chapter 2: Organizational Learning: Original Sources and Perspectives Why Start With Theory? How Will Understanding Theory Help an Organization Learn? Origins of Perspectives on Organizational Learning Example of Single-Loop Learning Example of Double-Loop Learning Example of a Discovering Organization Comparison of Organizational Adaptation and Organizational Learning Example of Superstitious Learning An Application of Organizational Learning Concepts Example of Organizational Learning by Math Teachers Reflective Journal
• Chapter 3: Core Assumptions of Organizational Learning Perspectives Core Assumptions Example of Multilevel Learning Example of Building Shared Understandings Example of Embedding Knowledge A Framework for Understanding and Practicing Organizational Learning An Example of the Unbelievable Act-Then-Think Example of How Language Frames Issues Reflective Journal Part II: Why Is Organizational Learning Important For Schools and School Systems?
• Chapter 4: Ensuring a Cycle of Continuous Learning From Individual to Organizational Learning From Insights to Institutionalized Learning The Apple Story: Illustrating Four Learning Processes Example of Learning Processes in a Middle School Feed Forward and Feedback Example of Learning Processes: Change in Routines A Cyclical Process of Learning Example of Error Detection as a Source of Learning Reflective Journal
• Chapter 5: Organizational Learning as Renewal Renewal for Sustainability Deutero Learning Example of an Organizational Defensive Routine Defensive Routines in School Contexts Defensive Routines in Context From Theory to Practice Reflective Journal Part III: How Do Schools and School Systems Foster Organizational Learning?
• Chapter 6: Prioritizing Learning for All Members: The Primary Condition Why is Prioritizing Learning Important? Learning Case Study Learning: A Way of Thinking Changing Thinking, Changing Vocabulary Learning: The Primary Condition Example of Openness to Error Detection Essential Questions Getting Started Activities/Ideas Further Reading Reflective Journal
• Chapter 7: Fostering Inquiry and Its Collateral Learning Why is Inquiry Important for Organizational Learning? Inquiry: A Specific Kind of Learning Inquiry Case Study Inquiry: A Way of Thinking Inquiry and Attitudes Inquiry and Attitudes: A Reciprocal Process Direct Inquiry Example of Collective Inquiry and Openness to New Ideas Example of Inquiry as Continuous Improvement Indirect Inquiry Essential Questions Getting Started Activities and Ideas Further Reading Reflective Journal
• Chapter 8: Facilitating the Dissemination of Learning Why is Dissemination Important for Organizational Learning? Dissemination Case Study Dissemination: A Way of Thinking Dissemination: Sharing Learning Examples of Dissemination as Dialogue Example of a Mismatch Affecting Dissemination Essential Questions Getting Started Activities and Ideas Further Reading Reflective Journal
• Chapter 9: Practicing Democratic Principles Why are Democratic Principles Important for Organizational Learning? Democratic Principles Case Study Democratic Principles: A Way of Thinking Democratic Principles: A Way of Living Open Systems and Democratic Principles A Contradiction: Democratic Life and the Bureaucratic Model Example of a Minority as a Catalyst for Good Roles and Responsibilities in Democratic Organizations Example of Dependency and Low Responsibility Summary: Leader as Model Example of Linkages Between Learning and Professional Control Democratic Principles and Organizational Learning Long-Term Threats to Democratic Principles in Organizations Summary of Threats to Democratic Principles Essential Questions Getting Started Activities and Ideas Further Reading Reflective Journal
• Chapter 10: Attending to Human Relationships Why are Human Relationships Important? Human Relationships Case Study Human Relationships: A Way of Thinking Human Relationships: A Social Infrastructure Schools With Strong Relational Trust Potential Outcomes of Independence and Interdependence Example of Conflict as Learning Essential Questions Getting Started Activities and Ideas Further Reading Reflective Journal
• Chapter 11: Providing for Members? Self-Fulfillment Why is Providing for Members? Self-Fulfillment Important? Members' Self-Fulfillment Case Study Providing for Members? Self-Fulfillment: A Way of Thinking Historical Communities of Learners Nurturing Members? Quest for Meaningful Values and Goals Values and Practices of High-Performing Teachers/Leaders Ways to Solicit Knowledge From All Members Example of Goverment Influence on Innovation Nurturing Members? Commitment and Connections Providing Opportunities to Communicate and Connect Nurturing Members? Aspirations for Growth Hiring to Enhance Renewal Essential Questions Getting Started Activities and Ideas Further Reading Reflective Journal Part IV: Looking Back, Looking Ahead
• Chapter 12: Organizational Learning: A Balancing Act Creating a Culture That Rewards Learning The Role of Feedback and Feed Forward for Learning Example of Influences Affecting Accuracy of Interpretations Ways to Encourage Argument and Feedback Organizational Memory: A Double-Edged Sword Organizational Learning: Improving Learning, Teaching, and Leading Organization Development: Building Schools' Capacity to Develop and Extend Organizational Learning
• Chapter 13: How Research Can Help Schools and Systems Move Forward Examining Assumptions Questions for Researchers and Practitioners Wanting to Learn Attending to All Members? Growth Pinehurst Revisited: Practitioners Modeling Research for and With Students Glossary References Index About the Authors.
• (source: Nielsen Book Data)

Organizational Learning: Improving Learning, Teaching, and Leading in School Systems defines organizational learning, provides its theoretical foundations, and identifies six interrelated conditions that appear to foster organizational learning in schools and school systems: prioritizing learning for all members, fostering inquiry, facilitating the dissemination of knowledge, practicing democratic principles, attending to human relationships, and providing for members' self-fulfillment. The authors use practical examples and an on-going case study to illustrate concepts of organizational learning and its application to schools and school systems. They also provide practitioners with opportunities to digest and apply information to their own settings with a series of essential questions, activities and ideas for getting started, areas for inquiry, and reflective journal questions.
(source: Nielsen Book Data)

• Introduction The Role of the Principal Connecting the Principal to the Reader How the Principal Interviews were formulated Organization of the Book Connecting Across Interviews Matrix of Principal Interviews
• PART 1: ELEMENTARY SCHOOL
• Chapter 1: Changing the School Culture
• Chapter 2: Personal and Professional Belief Systems
• Chapter 3: Maintaining Stability and History
• Chapter 4: Social Exchange and Power
• Chapter 5: The Lens of Decision-Making
• PART 2: MIDDLE SCHOOL
• Chapter 6: Leadership Focus and Planning
• Chapter 7: Evaluation and the Political Arena
• Chapter 8: Students in Transition
• PART 3: HIGH SCHOOL
• Chapter 9: Perceptions and Assumptions
• Chapter 10: Addressing Organizational and Personal Needs
• Chapter 11: Group Dynamics and Multi-Nationalism
• PART 4: NO CHILD LEFT BEHIND
• Chapter 12: A Principal's Approach to NCLB
• Chapter 13: A Superintendent's Perspective on NCLB Readings and Resources References Appendix.
• (source: Nielsen Book Data)

The book orients and prepares aspiring and practicing administrators to be more effective in dealing with real and practical issues and problems in schools. It is a succinct, problem focused, oral history of issues articulated by newly hired and experience administrators as they consider their decisions. It reflects the honest introspections of practicing administrators, and is unique and original in its approach. It both reinforces existing knowledge and introduces new ideas and insights. Paramount to the information conveyed is the style in which it is presented. By examining leadership issues through the actual words of school leaders, Conversations with Principals distinguishes itself from other leadership material. The text lends itself to a Socratic style of teaching, making it is easy to discuss the issues and themes presented in an open-ended format whereby students exchange ideas and engage in the activities of questioning and analyzing administrative behavior and action. Each oral account is prefaced by contextualizing information about the school leader and the demographics of his or her school. Following each interview there is an analysis of the case, as well as a section with questions and activities for students to complete.
(source: Nielsen Book Data)

• Preface and Acknowledgments
• PART 1: FOUNDATIONS IN SCHOOL MANAGEMENT.
• 1. New Challenges Confronted by School Leaders.- 2.Decentralization and Devolution of Authority Towards Self-Governing Schools.-3.The Importance of Educational Administration.-4.How Does School Culture Helps Improve Performance?-
• 5. Employing Organisational Behaviour as a Management Perspective.
• PART 2: EFFECTIVE LEADERSHIP AND MANAGEMENT 6.Flexibility in Style in the Key to Providing Effective Leadership.-7. Management of Organizations Staffed by Professionals.-8.Adopting Strategic Planning for School Improvement.-9.Leading and Managing Human Resources.-10. Leading and Managing Change towards Organisational Improvement.-11.Importance of Effective Communication.-12. Need for Well Informed Effective Decision-Making.-13.Meetings as Forums for Effective Communication & Decision-Making.-14.Management and Resolution of Conflicts. Bibliography Index.
• (source: Nielsen Book Data)

The global trend toward self-governing schools (SGS) liberates school heads from bureaucratic shackles, making them leaders in their own right. The many challenges posed by the SGS model make it imperative that school leaders pursue professional development in leadership and management. This book draws on the author's 34 years of experience in guiding, educating and training school leaders to offer a cutting edge prescription for professional development in school leadership.
(source: Nielsen Book Data)

• Machine generated contents note: 1. What will learning schools look like?
• 2. Why learning schools are needed
• 3. Leadership for learning schools
• 4. Staffing in learning schools
• 5. Teachers as learners
• 6. Resourcing the learning environment
• 7. How we learn in the 'classroom'
• 8. Creating the contexts for effective student learning
• 9. Learning and transition
• 10. Assessment for learning
• 11. role of parents in the learning school.

'Improving the quality of learning and teaching is the most important thing that school leaders do. This book contains much that will help the reader in that enterprise. It reflects the fact that much of what we know about effective, high-quality schools is already 'out there' in schools across the country. The book mines that gold. It is full of good sense, a treasure chest of helpful ideas which have the credibility of being grounded in case-study material, and in the experience of the authors, two of whom are practising headteachers. The book sets out the principles underpinning the Learning School, but offers also a strong pragmatic focus and is organized so that it can be dipped into and something worthwhile easily found. It sets out practical and specific steps to creating the Learning School and will support change and improvement in the professional practices involved in making a school a stimulating learning environment for adults as well as students' - Dr Martin J Coles, Assistant Director, National College for School Leadership '[C]learly set out, passionately and well-written, covering much material, full of interesting insights, as one might expect from two head teachers and an acknowledged expert in the field... Lots of interesting thoughts and ideas, written in an accessible style. I would certainly recommend this book to my students' - ESCalate The schools of the 21st century cannot continue to apply the techniques of the 20th century. 'New Learning' dispenses with outdated preoccupations with tests, targets, and leadership from above, and focuses on independence of learning and structural flexibility within schools. The authors give a complete overview of how schools can adapt to meet changing needs. They look at the teacher as learner, learning outside the classroom, and the nature of leadership in learning schools, and provide practical solutions to the problems of staffing, resourcing and assessment. This book is an invaluable resource for all mid-to-upper level managers in schools, anyone aspiring to these positions, or anyone who takes a longterm view of the future of educational practice.
(source: Nielsen Book Data)

• Contents: Series Editor's Preface Introduction: Developing Leadership: creating the schools of tomorrow List of Contributors: Chapter One: Developing Leaders for their Future not our Past Dean Fink Chapter Two: Developing Leadership for Succession Andy Hargreaves Chapter Three: Developing Distributed Leadership James Spillane Chapter Four: Developing Leadership for Learning Communities Louise Stoll and Ray Bolam Chapter Five: Developing Leadership for Schools Facing Challenging Circumstances Gary Crow Chapter Six: Developing Leadership in Context Allan Walker and Clive Dimmock Chapter Seven: Developing Innovative Leadership Ken Stott and Lee Sing Kong Chapter Eight: Developing Beginning Leadership Fred Paterson and John West-Burnham Chapter Nine: Developing leadership for e-confident schools Tony Richardson Chapter Ten: Developing Leadership for Organisational Learning Bill Mulford and Halia Silins Overview and Conclusions Geoff Southworth.
• (source: Nielsen Book Data)

What is our best present understanding of good school leadership? How do I lead my school to make it relevant to students of the 21st century? The idea for this book grew out of an international conference organized by the National College for School Leadership, An International Future: Learning from Best Practice Worldwide, which explored innovative and significant aspects of educational leadership and brought together international colleagues to generate new understandings. The conference proved a dynamic forum for debate for researchers, academics, policy-makers and practitioners. It was clear at the conference that there was a consensus of understanding around certain key themes that crossed national boundaries. In "Developing Leadership", well-known international contributors explore this consensus to promote the key themes which reflect our best present understanding of good school leadership, and to inform school leaders about leading edge thinking which bears on their role. These key ideas, which are highlighted at various points throughout the book, are built around professional learning communities; distributed leadership; strategic thinking about ICT; sustainability; internship; mentoring and coaching. The contributors include: Ray Bolam, Martin Coles, Gary Crow, Clive Dimmock, Dean Fink, David Green, Andy Hargreaves, Sing Kong Lee, Bill Mulford, Fred Paterson, Tony Richardson, Geoff Southworth, James Spillane, Louise Stoll, Ken Stott, Allan Walker, and John West-Burnham.
(source: Nielsen Book Data)

• Machine generated contents note:
• Pt. 1 nature of irony
• Ch. 1 Introducing the ironic perspective
• Ch. 2 Endemic ambiguities : the preconditions of irony
• Ch. 3 ambiguities of policy implementation
• Pt. 2 Irony and managerialism
• Ch. 4 From management to managerialism
• Ch. 5 solution in search of a problem
• Pt. 3 rhetoric of managerialism and leadership
• Ch. 6 myth of transformation
• Ch. 7 Transmissional leadership for political transformation
• Pt. 4 ironic response and the future of managerialism
• Ch. 8 Patterns of ironic response
• Ch. 9 ironic orientation and professional practice.

'Hoyle and Wallace illustrate with penetrating insight the perverse outcome of tightening management and leadership so much that it leads to three different forms, each with the same five characteristics, of what they call "managerialism": excessive micromanagement of schools in a sometimes futile and self-defeating quest for success' - Tim Brighouse, Times Educational Supplement `This book is an excellent read about management and leadership in schools. Overall, I felt that this book makes a positive contribution to the debate about the impact of managerialism within public services. I liked the elements that made up the ironic orientation (scepticism, pragmatism and contingency), recognising them in my own experiences in Higher Education, and I liked the way in which the concept of irony was linked to some key concerns as well as positive practices. This is a book that I would thoroughly recommend to anyone interested in leadership and management in schools, but given its broader application, I would also recommend the book to anyone interested in leadership and management in the public sector' - ESCalate Read the full review as posted on the ESCalate website, the Education Subject Centre for the Higher Education Academy 'Eric Hoyle and Mike Wallace are two of the best known writers on educational leadership and management. They have made very significant contributions to organisational theory and its application to education for four decades. This book's focus on ambiguity and irony provides a welcome and timely contrast to the rational assumptions and managerialism which underpin government policy and much academic writing in this field' - Professor Tony Bush, International Educational Leadership Centre, University of Lincoln 'They have brought to centre-stage ideas and concepts which have largely been peripheral in the field, and in doing so have made us look with new lenses at what we need to say about professional work and identity. It has therefore performed a valuable and much needed service, and will provide a major reference point in debates about the future of the education profession' - Mike Bottery, Educational Management, Administration & Leadership 'This in an important book. I wish I had written it, indeed I wish I had the skill, the knowledge and the wit to write it' - Mark Brundrett, Educational Management, Administration & Leadership Why do efforts to improve the quality of education via organizational leadership and management make matters worse in some respects as well as better? In what ways are education professionals responding to such efforts? The authors of this highly original book develop an ironic perspective for analysing the ambiguities and unintended consequences of well-intentioned actions in organizational life, and how these are exacerbated by change. Focusing on school leadership and management, Hoyle and Wallace suggest that major reforms have had limited success because the changes introduced have diverted school staff from their core task of promoting student learning, resulting in dissatisfaction, frustration and stress. They argue that a more temperate approach to leadership and management supported by wise policy-making can create structures that take the strain and reduce stress, encourage autonomy while accepting associated risks, and sponsor moderate experimentation and innovation emerging from communities of professional practice. Educational Leadership and Organizational Irony is essential reading for all concerned with improving education: advanced course students, leaders and managers, trainers, administrators, policy-makers and academics. It also offers insights for the study of public service and business organizations.
(source: Nielsen Book Data)

• A deeper meaning of resilience
• Optimism in the face of the storm
• Optimism and pessimism in action
• Be clear about what matters most
• Act on the courage of your convictions
• Personal efficacy
• How leaders sustain and strengthen personal efficacy
• The meaning and importance of personal energy
• How leaders sustain and increase energy
• From personal resilience to team resilience
• Bringing it all together: six strengths of resilient leaders
• Appendix: the education leaders we interviewed.

Describes the three sources of resilience capacity--personal values, efficacy, and energy-- and explains how education leaders can increase their own resilience to adversity.

• Preface
• Part 1 : The Research base
• 1. In search of school leadership
• 2. Some theories and theorists on leadership
• 3. The Meta-analysis
• Part 2 : Practical applications
• 4. The 21 responsibilities of the school leader
• 5. Two types of change
• 6. Doing the right work
• 7. A Plan for effective school leadership.

Annotation What does research tell us about the effects of school leadership on student achievement? What specific leadership practices make a real difference in school effectiveness? How should school leaders use these practices in their day-to-day management of schools and during the stressful times that accompany major change initiatives? Robert J. Marzano, Timothy Waters, and Brian A. McNulty provide answers to these and other questions in School Leadership That Works. Based on their analysis of 69 studies conducted since 1970 that met their selection criteria and a recent survey of more than 650 building principals, the authors have developed a list of 21 leadership responsibilities that have a significant effect on student achievement. Readers will learn the specific behaviors associated with the 21 leadership responsibilities; the difference between first-order change and second-order change and the leadership responsibilities that are most important for each; how to work smart by choosing the right work that improves student achievement; the advantages and disadvantages of comprehensive school reform models for improving student achievement; how to develop a site-specific approach to improving student achievement, using a framework of 11 factors and 39 action steps; and a 5-step plan for effective school leadership. Combining rigorous research with practical advice, School Leadership That Works gives school administrators the guidance they need to provide strong leadership for better schools.

• Understanding the quality profile
• Asking quality questions
• Making quality a habit
• Focusing on success
• Managing tasks and leading people
• Nurturing balanced leadership.

Ensure the success of your school change efforts with a proven fivestep process that will strengthen working relationships among teachers, parents, and administrators.

• Introduction PART ONE: MANAGING PEOPLE The Manager as a Leader Motivating People Taking and Implementing Decisions Managing Meetings Recruiting, Employing, Appraising, Developing and Dismissing Staff Managing Conflict Managing Yourself PART TWO: MANAGING THE ORGANIZATION Organizations Teams Managing and Adapting the Curriculum Managing Quality, Risk, Health and Safety Managing Resources Managing the Environment PART THREE: MANAGING CHANGE Change Described Antecedents of Successful Change A Systematic Approach to Change Transition Management.
• (source: Nielsen Book Data)

`This edition is more focussed on the leadership demands of managers both within the school and its community. This book can be used as a source of reference for anyone on a school manager position, written by people who practice management on educational organizations themselves, it deals with the fundamentals of what management is the many roles of the manager' - Headteacher Update `The book is clearly structured, with an informative table to contents. Each chapter ends with practical tasks which could be sued either by an individual at home or by groups in a training session. The book is worth adding to any staffroom library for the section of "time-management techniques" alone. If only I has acquired the habit of "starting each day by writing list of all the things that should be done that day and starring them to indicate importance" in recognition that "the critical distinction is between what is urgent and what is important"!' - Education Review `This book provides a thoroughly comprehensive guide to managing staff, meetings, motivating people, managing conflict, health and safety and much more' - Nursery Equipment This popular book has been thoroughly updated for its Fourth Edition. Targeting the contents directly to the needs of today's school manager. The book is now even more directed towards the leadership demands on managers, both within the school and in its community setting. New sections have been written to deal with emerging pressures on heads: - the increasing complexity of employment legislation - the management of risk - performance management - flexibility in the curriculum - the inclusion agenda - team development and leadership - the effect of the government's new approach to early years education. Recent research and developments have been incorporated and the content has been extensively updated. The authors' fresh and readable style, coupled with their use of proven interactive exercises, makes the book a first choice for busy heads and senior staff in all schools.
(source: Nielsen Book Data)

• Student engagement and disengagement in urban high schools
• The nature and conditions of engagement
• Teaching and learning
• Climate, organization, composition, and size of schools
• Family, community, and peers
• Meeting students' nonacademic needs
• Education through theme-based learning communities
• Comprehensive high school reform designs
• Summary of findings and recommendations.

"The book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools and comprehensive reform designs aimed at getting high school kids excited about learning are also included."--Jacket.

• The Intelligent School in Times of Change Setting the Scene Reflections on School Effectiveness Reflections on School Improvement Learning about Learning Teaching for Learning Teachers' Learning The Nine Intelligences A Framework for School Improvement A Postscript.
• (source: Nielsen Book Data)

`This is a challenging book and makes for uncomfortable reading at times because one realises that there is so much more to be accomplished in education. How can the teacher who wants to follow this further find out more? Barbara MacGilchrist, Jane Reed and Kate Myers have given the next step: each chapter has a conclusion and "questions for discussion and activities" which are very open and will lead to considerable introspection' - Education Review `I have rarely been so enthusiastic about a book. Reviewers are supposed to highlight some imperfections - I am at a loss. Recommend this book to all you meet' - Mervyn Flecknoe, Improving Schools `This book would be an invaluable read for all who work in schools including LEA advisors, inspectors and consultants. It contains a chapter on teachers' learning and has some excellent questions for discussion at the end of each chapter that could usefully stimulate ideas for staff development sessions. It would be great if this book were read and taken seriously by those who make policy as well as those who try to put it into practice' - Escalate `The book is easy to use, clear, well organized, full of practical examples and equally practical questions. It could be a signpost to the future - if the days of educational diktat are really almost over' - Michael Duffy, Times Educational Supplement, Friday Magazine `This Second Edition of The Intelligent School offers a concise and accessible insight into the key aspects of educational leadership. In my view, it ought to be read by anyone who is keen to develop their understanding of theoretical frameworks expertly illustrated through practical examples' - Neil Saunders, Primary Phase Inspector - Hampshire LEA , (Doctoral Student - The University of Hull) `This is an excellent book. I will use its insights and the wealth of practical questions it offers to help with my present politically driven imperative - the transformation of London's secondary schools. If I have this book at my elbow and make sure it's well thumbed, there is every chance that we can create 411 intelligent schools across London. The new insights in The Intelligent School are a testament to the extraordinary proficiency of these three authors. As the waiter in the restaurant says when serving the meal "Enjoy"' - Tim Brighouse, Times Educational Supplement Barbara MacGilchrist, Kate Myers and Jane Reed have written a masterpiece. The First Edition of the Intelligent School in 1997 was an outstanding book and it is no surprise that a Second Edition has followed relatively quickly to share more good news for practitioners, policymakers, researchers and scholars. The First Edition shaped my thinking more than most in the late 1990's and I cited it in scores of presentations in different countries around the world. It was a perfect complement to our work on the self-managing school. In this Second Edition, the concept of the Intelligent School is expanded and the different kinds of intelligences are carefully explained and illustrated. The authors are able to draw on more than five years of implementation in the field and further and broader work in the research and development centres with which they are associated. They offer the best synthesis of the international literature on school effectiveness and school improvement that I have seen. They have performed a great service in making this literature accessible to the profession. I recommended the First Edition as essential reading for all the work in schools. Those who did not do so should certainly acquire the second, but it is important that policymakers and academics do the same. `This book will quickly gain recognition as the leader among an increasing number of books that provide hope that all students in every setting can achieve a high quality education. It is one of the truly outstanding features of this book that it also conveys an unbridled spirit of optimism' - Brian Caldwell, Professor & Dean, Faculty of Education, University of Melbourne In writing The Intelligent School, Second Edition, the authors offer a practical resource to schools to help them maximise their improvement efforts. The aim is to help schools to be intelligent organizations; to be the type of school that can synthesise different kinds of knowledge, experience and ideas in order to be confident about current achievements, and to be able to decide what to do next. This Second Edition has been fully revised and updated particularly in terms of new research evidence about how to improve the quality of learning and teaching in classrooms. The authors set out fresh thinking about the nine intelligences and provide a new framework for school improvement which includes the exploration of spiritual, ethical and emotional intelligence. The book also includes examples of Intelligent Schools in action.
(source: Nielsen Book Data)

• Vision as the compass
• Navigating in "hidden history"
• Lessons learned from previous explorers
• Developing professional learning communities for a productive journey
• Instructional, curricular, and assessment leadership : the helmsman in action
• Improving student learning through supervision and professional development
• Managing human and material resources to promote a thriving organization
• Emotions as a gateway to learning
• Understanding and working with change : new roads and detours
• Policies, full service counseling, and crisis interventions that support students
• The schoolhouse and central office working together
• Parents and the greater community : partnering for student success
• Working with the media
• Balancing professional and personal lives : keeping fit for the journey
• The crucial first steps on the road to success
• Final thought.

Grounded in recent research and successful practice, The New Principal's Fieldbook prepares new and aspiring principals for the unexpected twists and turns of school leadership. Capitalizing on their experiences and those of other educational leaders, authors Pam Robbins and Harvey Alvy offer practical information, research-based strategies, and provocative stories to help principals develop into visionary leaders skilled in promoting the success of students and teachers. Surprises, obstacles, and opportunities characterize the leadership path. Within the chapters, the authors use research and specific examples from recognized practitioners to create a road map for navigating the complex challenges of the principalship. Collectively, the book's themes mirror key content areas addressed by the ISLLC Standards for School Leaders as well as other topics essential for success: Creating a shared vision that places student learning at the heart of the school; Transforming toxic cultures into positive cultures; Dealing with challenging experiences unique to new principals; Promoting quality teaching and learning; Creating professional learning communities; Facilitating change within the school culture; Building productive partnerships with central office staff, parents, and the greater community; Designing management tasks as leadership tools; Working with unions, budgets, the law, and the media; Balancing personal and professional responsibilities; Leading ethically and with emotional intelligence. Robbins and Alvy guide the reader through important concepts and practices, including instructional leadership, data-driven decision making, differentiated supervision, professional development, crisis intervention, and time management. At the end of each chapter, they invite readers to reflect on how to apply their new knowledge to real situations. Covering everything from everyday management tasks to the larger goal of student success, The New Principal's Fieldbook is an essential guide for new and aspiring principals.

• Introduction : accountability in education
• Malcolm Baldrige National Quality Award Program
• Toyota production system/lean manufacturing
• The Job Training Partnership Act and the Workforce Investment Act
• Accountability in the legal profession
• Clinical practice guidelines in the health sector
• Risk adjustment methods in health care accountability.

The No Child Left Behind Act (NCLB) is a performance-based accountability system built around student test results. The accountability system comprises explicit educational goals, assessments for measuring the attainment of goals and judging success, and consequences (rewards or sanctions). But the mechanisms through which the system is intended to work are not well understood. The authors examined five accountability models: two from the manufacturing sector (the Malcolm Baldrige National Quality Award Program and the Toyota Production System (TPS)), a performance incentive model used in the evaluation of job training programs for the poor, accountability in the legal sector, accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. Although education faces unique challenges, the authors conclude that educators can learn much from these other sectors. The Baldrige, TPS, and the clinical practice guidelines suggest the importance of focused institutional self-assessment, understanding school and district operations as a production process, being able to develop and apply a knowledge base about effective practice, and empowering participants in the process to contribute to improvement efforts. The job training and risk-adjustment models and the legal and health care accountability models provide specific guidance on how to enhance system-wide accountability in education by broadening performance measures; making sure performance goals are fair to all students and schools; developing standards of practice in promising areas; and encouraging professional accountability.

• Part 1. Background:
• 1. Introduction: What's wrong with education management?
• 2. The market, neo-liberalism and the new managerialism
• 3. Inequality, education reform, and the response of education management writers
• 4. Reading the textual apologists
• Part II. The textual apologists:
• 5. Educational marketing
• 6. School improvement
• 7. School development planning and strategic human resource management
• 8. School leadership
• 9. School change
• Part III. Conclusion:
• 10. Education management: where to now?

"For academics and students, Education Management in Managerialist Times offers a critical guide to existing education management texts and makes a strong case for redefining education management along more socially and politically informed lines. The book also offers practitioners alternative management strategies intended to contest, rather than support, managerialism, while being realistic about the context within which those who lead and manage schools currently have to work."--Jacket.