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Training School Principals as Talent Developers: An International Perspective focuses on how to prepare school principals to lead their schools by training and supporting teachers in their craft. The main goal of schools is improving teaching and learning in order to maximize students’ potential to be college ready and career ready. Principals play significant role in improving the instructions which improves students’ learning. In order to do so, we need inspiring principals to be talent developers. The book is comprised of chapters written by faculty and researchers from various countries and offers multiple perspectives on training and developing principals to be talent developers. In the ten chapters of this edited book, we wanted to address the perspectives of “who is the role model of a principal, what are the qualities needed to make a good principal and what are the challenges that the talent developer principals encounter to achieve their goals. We also wanted to broaden the lens by addressing these perspectives in the United States and globally.
Severe economic depression and the difficulty to acquire employment with adequate income have significant impact on a nation’s social welfare. The need to provide ample educational opportunities is more imperative than ever, particularly in emerging economies. Technical Education and Vocational Training in Developing Nations is a comprehensive reference source for the latest literature on optimizing the implementation of curriculum development and instructional design strategies for technical and vocational education. Featuring innovative coverage across a range of relevant topics, such as curriculum deficiency, teacher competencies, and accessible learning, this book is ideally designed for policy makers, academicians, researchers, advanced-level students, technology developers, and educators interested in the improvement of professional learning programs.
The key to thriving, as both a human and an educator, rests in mindfulness, reflection, and daily self-care activities. With Take Time for You, you will discover a clear path to well-being by working through Maslow's hierarchy of needs: (1) physiological, (2) safety, (3) belonging, (4) esteem, (5) self-actualization, and (6) transcendence. The author offers a range of manageable research-based strategies, self-care surveys, and reflective teaching questions that will guide you in developing an individualized self-care plan. Embrace imperfection as you develop your own self-care plan: Understand the challenges to mindfulness for teachers and how Maslow's hierarchy of needs comes into play in your personal and professional life. Design action plans so you can meet your own physiological, safety, belonging, esteem, and self-actualization needs and, finally, transcend and connect with something greater than yourself. Take surveys and perform a daily time audit to determine how well you are meeting each of your needs. Use the journaling space and self-reflection questions provided throughout the book to reflect on your implementation efforts. Contents: Introduction Chapter 1: Understand the Framework Chapter 2: Physiological Needs Chapter 3: Safety Needs Chapter 4: Belonging Needs Chapter 5: Esteem Needs Chapter 6: Self-Actualization Needs Chapter 7: Transcendence Needs Epilogue: Final Thoughts Appendix: My Personalized Self-Care Plan References and Resources Index
Be the leader of a fresh, bold, enduring vision of education for your district or school. The future of learning has arrived, and it requires bold educational leadership and a dramatic redefinition of what it means to be a successful student today. Redefining Student Success invites you to lead this transformation with audacity. It engages leaders with the concepts and actions needed to reimagine schools, address inequities, and help today’s students develop the skills they need for personal, economic, and civic success. This vital guide supports transformative leadership with Concrete guidance on how to create a Portrait of a Graduate and Portrait of an Educator which will help ensure teachers have a unified vision for professional growth and student success. Reflection prompts that help you recognize your strengths, spark discussion among stakeholders, and identify next steps for inspired action. Compelling examples of students already engaged in creative, self-directed problem-solving around issues that matter to them and their communities, together with stories that illustrate how districts and schools have arrived at their own vision of what education must become. Companion guides to 21st century learning for parents and students available online. The time is now to reset educational outcomes, sync schools with the demands of 21st century society, and meet the needs of every learner, in every community.
Overviews the curriculum management audit (CMA) and compares and contrasts it with principles of total quality management (TQM), asking whether a school district can use curriculum audit principles in conjunction with TQM. Part I examines the history, critics, and practical compatibility of the CMA
In a context of increased politicization led by state and federal policymakers, corporate reformers, and for-profit educational organizations, The Politics of Education Policy in an Era of Inequality explores a new vision for leading schools grounded in culturally relevant advocacy and social justice theories. This timely volume tackles the origins and implications of growing accountability for educational leaders and reconsiders the role that educational leaders should and can play in education policy and political processes. This book provides a critical perspective and analysis of today’s education policy landscape and leadership practice; explores the challenges and opportunities associated with teaching in and leading schools; and examines the structural, political, and cultural interactions among school principals, district leaders, and state and federal policy actors. An important resource for practicing and aspiring leaders, The Politics of Education Policy in an Era of Inequality shares a theoretical framework and strategies for building bridges between education researchers, practitioners, and policymakers.
This book, Human Resources Management in Education, Developing Countries Perspectives, contains eleven chapters. Human resources in an educational organisation refer to all the human beings working in that organisation, including teachers, students, administrators and all other members of staff working in that organisation. The study of human resources management in education will provide you with a theoretical and practical knowledge about the processes of acquiring employees, establishing good relationships with them, training and developing them, retaining and compensating them for their services are important because effective school leadership and management have become very crucial in recent times in the management of educational organisations. Numerous problems are facing many school systems in developing countries today and human, financial and material resources are scarce, and therefore strategic management of all resources is crucial for achieving the goals of the educational systems and the school organisations.
Our fifth book in the International Research on School Leadership series focuses on the use of data in schools and districts as useful information for leadership and decision making. Schools are awash in data and information, from test scores, to grades, to discipline reports, and attendance as just a short list of student information sources, while additional streams of data feed into schools and districts from teachers and parents as well as local, regional and national policy levels. To deal with the data, schools have implemented a variety of data practices, from data rooms, to data days, data walks, and data protocols. However, despite the flood of data, successful school leaders are leveraging an analysis of their school’s data as a means to bring about continuous improvement in an effort to improve instruction for all students. Nevertheless, some drown, some swim, while others find success. Our goal in this book volume is to bring together a set of chapters by authors who examine successful data use as it relates to leadership and school improvement. In particular, the chapters in this volume consider important issues in this domain, including: • How educational leaders use data to inform their practice. • What types of data and data analysis are most useful to successful school leaders. • To what extent are data driven and data informed practices helping school leaders positively change instructional practice? • In what ways does good data collection and analysis feed into successful continuous improvement and holistic systems thinking? • How have school leadership practices changed as more data and data analysis techniques have become available? • What are the major obstacles facing school leaders when using data for decision making and how do they overcome them?
This timely and essential book provides a comprehensive guide for school leaders who desire to engage their school communities in transformative systemic change. Sharon I. Radd, Gretchen Givens Generett, Mark Anthony Gooden, and George Theoharis offer five practices to increase educational equity and eliminate marginalization based on race, disability, socioeconomics, language, gender and sexual identity, and religion. For each dimension of diversity, the authors provide background information for understanding the current realities in schools and beyond, and they suggest "disruptive practices" to replace the status quo in order to achieve full inclusion and educational excellence for every child. Assuming that leadership to create equity is a unique practice, the book offers * Clear explanations of foundational terms and concepts, such as equity, systemic inequity, paradigms and cognitive dissonance, and privilege; * Specific recommendations for how to build support and sustainability by engaging colleagues and other stakeholders in constructive dialogues with multiple perspectives; * Detailed descriptions of routines and roles for building effective equity-leadership teams; * Guidelines and tools for performing an equity audit, including environmental scans; * A change framework to skillfully transform your system; and * Reflection activities for self-discovery, understanding, and personal and professional growth. A call to action that is both passionate and practical, Five Practices for Equity-Focused School Leadership is an indispensable roadmap for educators undertaking the journey toward an education system that acknowledges and advances the worth and potential of all students.