Introduces the principles and philosophies of marketing for schools, and the concepts of supply and demand, segmentation and buying behaviour. The author goes on to cover advanced approaches, marketing research methods particularly suitable for schools, and strategic analysis and planning.
A truly transformational guide for developing wellbeing resilience and self-leadership in young people, because Neil and Jane Hawkes passionately believe that the greatest resource that humanity has is its children: our future prosperity as a species rests with them.
Provides a highly practical, evidence-informed introduction to management and middle leadership issues, based on research of a range of posts in primary and secondary contexts. Written to support practitioners, this edition reflects the research in educational management, as well as developments in workforce reform.
This text highlights issues which underpin the professional capabilities of existing and aspiring subject leaders. The content is designed to build on the skills, knowledge, understanding and attributes which serving Heads of Department and subject co-ordinators already possess.
This book makes a defence of compassion as an essential and significant quality that should be at the heart of the education of young people. Understanding and justifying compassion as a virtue, this book argues that compassion is a virtue central to all human relationships from the familial, to the communal and to the global.
Presents arguments about the nature of expert school leadership, paralleling developments from the early 1980s, when the emphasis was on identifying the behaviours of effective principals, to the early 1990s, when the focus had shifted to
This text is designed to assist secondary schools to identify strengths, weaknesses and priorities for action, and provide the photocopiable proformas which can be used in an annual, rolling audit which should lead to the production of effective development plans.
This volume provides a wide range of professional development activities to support schools in their own improvement journeys. It aims to provide new opportunities for teachers and management to reflect critically on, and improve, teacher and pupil autonomy.
This book argues that the fundamental requirements for leadership for learning in the early years should be provided by considering social contexts, adopting a commitment to collective working and focusing on improving children's learning outcomes.
Leadership and strategic management are both issues of central importance in raising achievement in schools and colleges and thus are at the heart of the educational debate today.
This book is concerned with such major issues as: the nature of strategic management in education; the importance of vision, and mission; styles of leadership; models of educational management; and the purposes of strategic management, which here are equated with the effectiveness and improvement of the institution.
It will be invaluable for students of educational management, such as those following masters degrees. It is also directly relevant to teachers and lecturers and schools of all phases and in further education colleges
Should school governors be seen as active citizens or state volunteers? Can educational reforms and changes in the status of school governing bodies be seen as part of a wider political process? This book draws on research evidence and theories from sociology, political science, gender studies and organizational analysis to answer these questions.
As a teacher in an inner-city school, Lucy Crehan became curious about what was really going on in classrooms of the countries whose teenagers ranked top in the world in reading, maths and science. Determined to dig deeper, Lucy set off on a personal educational odyssey. In this book, she documents her journey.
This book offers a systematic look at the connections between learning and leading and the use of learning to inspire and organize for change. It explores two interrelated dimensions of learning leadership: the ways leaders themselves learn about leadership practice, and the way leaders foster the learning of those they work with.
This follow-up to Shirley Clarke's hugely popular Unlocking Formative Assessment focuses on bringing it all together in the primary classroom - how to weave all the elements of formative assessment, coherently and manageably, into everyday teaching.
This book moves forward the agenda significantly. It enables educational leadership and management discourse to be informed by the latest views that are becoming well established in business and organisational literature in practice.
This book is an essential guide if you are working in higher education and seeking professional recognition for your role in teaching and supporting learning, and particularly if you are seeking a fellowship with the UK Higher Education Academy (HEA).
The authors cover every aspect of school leadership, from creating a successful leadership team and managing its performance, to getting the most out of the school's resources, target-setting and handling publicity. Accessibly and engagingly written, and packed with real life examples, this book is essential reading for school leaders.
Suitable for Childhood Studies leadership modules and NPQICL courses, for professionals who work to become leaders and managers for services that support young children and their families (including childcare, education, health and family support), this textbook draw on the authors' own experiences in education and the public services sector.