This book focuses on reflective writing as a way to guide teachers to recognise their leadership strengths and develop as leaders. It explores leadership considerations in a range of teaching contexts, with each chapter raising diverse issues for aspiring leaders.
New Perspectives in Educational Leadership examines educational administration and leadership within the complex social, political, and community contexts that inform and influence the work of today's educational leaders. With particular attention to the implications and larger contexts of shifting demographics, high-stakes accountability, and globalization on schools and society in the twenty-first century, this volume seeks to advance lines of inquiry presented in other areas of education research, that have yet to be fully explored or imagined in the field of educational leadership. This unique blend of empirical, theoretical, and conceptual research by both established and emerging scholars in the field directly acknowledges and addresses the demands of leading increasingly diverse and complex school communities. Topics include: the social and cultural dynamics of leadership, reflective practice, politics of equity and adequacy, critical servant leadership, and the possibilities of transformative leadership within these dynamic educational contexts. As a primary or supplementary text in educational administration, leadership, and foundations courses, New Perspectives in Educational Leadership provides a much-needed complement to the traditional topics of instructional leadership and education management given the expanding and increasingly complex conditions that face educational administrators and school leaders today.
The essential guidelines for leading effective change in your school From an education expert comes a much-needed resource that gives teacher leaders the strategies and tools they need to improve their practice and assume new leadership roles in their schools. The author outlines the everyday acts of teacher leadership and shows how to lead effectively through collaboration. The book also contains suggestions for leading change beyond the classroom. Discusses what works when taking on the role of teacher leader in a school Contains proven strategies and tools for implementing school change Includes activities in each chapter that are teacher-tested and can be used by individuals, teams, or larger groups This important resource offers school leaders a much-needed guide for learning how to lead and implement school change.
Sustaining Teacher Leadership describes a model for linking leadership and learning and identifies six components necessary for enabling a culture for teacher leadership: learning, valuing, nurturing, supporting, sharing, and coaching. The model is based on an historical review of artifacts from earlier qualitative studies, which report on eight years of a middle school's restructuring and restructuring experiences. The book also describes the development of a learning culture and five teachers' identification with a democratic teacher-leadership style. Five teacher-leader participants with full time teaching responsibilities were selected from teachers who had participated for four or more years in the enabling school culture and transferred together to a newly opening school.
This book examines the role of Teach For China in addressing educational equity and expanding public participation in education. The author uses the case of Teach For China to explore the broader theme of the mobility of education models between contexts characterized by neoliberalism and those characterized by strong state control. Transnational advocacy networks are increasingly influential in the education policy making process. These networks, comprised of entrepreneurs and education corporations, think tanks, philanthropists, and government agencies, facilitate the global mobility of policy models. It is widely accepted that an education model should not be transplanted from one context to another without careful consideration of how contextual differences might impact the model’s effectiveness. The book explores the argument that the same model is not only quantitatively different in terms of effectiveness, but that models can play qualitatively different roles in neoliberal and strong-state contexts, sometimes moving education reform in opposite directions. The book will appeal to anyone interested in global teacher education reform and equity in education.
Philanthropic foundations play an increasingly important role in attempts to enhance the performance of school systems. Based on case studies from Germany, Switzerland and the US, this book develops an innovative model of effective education philanthropy for successfully tackling problems in the complex field of education.
High Impact Teaching for Sport and Exercise Psychology Educators addresses the need for a resource on effective course design, assessment, content delivery, and classroom management that is specific to educators in the field of sport and exercise psychology and to working with the millennial learner. It provides discipline-specific ideas to improve teaching in higher education. The book provides an evidence-based guide of tried and tested teaching methods for teachers of sport and exercise psychology at all levels in all formats of education. Irrespective of the level and prior teaching experience in sport and exercise psychology, this is a starting point for delivering significant learning experiences for students in this field of study. Second, it addresses the millennial learner and recommends future teaching and learning experiences in traditional, hybrid, and online formats. Finally, High Impact Teaching for Sport and Exercise Psychology Educators provides a positive approach to engaging students in an ongoing process of learning and involvement in the field of sport and exercise psychology. This book is intended for any educator in a 2- or 4-year institution of higher education who is or will be teaching courses at the undergraduate or graduate level in sport and exercise psychology as well as students and practitioners in the areas of sport and exercise psychology and physical education.
The Cage-Busting Teacher adopts the logic of Cage-Busting Leadership and applies it to the unique challenges and opportunities of classroom teachers. Detailed, accessible, and thoroughly engaging, it uncovers the many ways in which teachers can break out of familiar constraints in order to influence school and classroom practice, education policy, and school reform. “Cage-busting is concrete, precise, andpractical,” writes Frederick M. Hess. This invaluable book helps teachers understand why and how to revisit their assumptions and enables them to have greater impacts upon their schools and beyond. Based on interviews with hundreds of teachers, teacher advocates, union leaders, and others, Hess identifies the challenges teachers face, seeks concrete and workable solutions, and offers recommendations to put those solutions in place. A uniquely practical and inspiring book, The Cage-Busting Teacher is for educators who want to shape the schools and systems in which they work.