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This book attempts to take a whole school view of approaches to making learning central, so that staffing and structures, external links and resources, are all dealt with in examining ways in which learning schools can evolve. The belief is that unless every aspect of a school's life is put under scrutiny, an emphasis on learning will remain an 'add on'. This of course does not mean everything can be attempted at once! School leaders and managers are astute people and know that what you do next depends on what you are doing now. Nearly all the chapters therefore include suggestions for practical and specific steps to consider as the next step. A model has been set out for change within which these steps can be taken. The authors present the chapters as follows: (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) The Role of Parents in the Learning School; and (12) Moving beyond Conventional Schooling.

This document is a chapter in "The Principles and Practice of Educational Management," which aims to provide a systematic and analytical introduction to the study of educational management. The structure of the book reflects the main substantive areas of educational leadership and management, and most of the major themes are covered in the volume's 19 chapters, of which this is one. This chapter examines the evaluation of teachers and leaders in schools and colleges. It looks at the two key elements of managing systems--accountability and professional development--and examines the tension between these two systems. If accountability is a key purpose of performance appraisal, then the need to help the performer to develop is crucial. Without that opportunity, performance may remain static. Some of the factors that have been shown to affect performance appraisals are teacher autonomy, the various models of effective teaching, context, the new emphasis on learning, and the issue of rewards. The main question, though, that addresses the management of performance appraisal is as follows: How are national requirements to be managed at the school or college level? In countries where self-management of schools and colleges is well developed, answers to this question are beginning to emerge. However, in any scheme of performance appraisal, certain components are common, such as some form of self-evaluation and observation. Although it is likely that models of learning will develop that may drastically alter the role of the teacher, the teacher's place is certain to remain pivotal in educational institutions. Effective managers will always be aware of the changing environment within which their institutions exist. (Contains 35 references.) (RJM)

This new edition brings together leading authorities from across the globe to provide a truly international perspective into educational leadership and management in school and post-school sectors. Covering both developed and developing countries, it is underpinned by a substantially updated analysis of theory, research, policy and practice. Key topics include: - How leadership and management differ in education - An overview of key models of educational leadership - The relationship between leadership capabilities and enhanced student outcomes - Leading for diversity and inclusion and the policy and practice challenges that follow leadership for social justice This is essential reading for anyone taking courses in educational leadership and management at postgraduate level, or as professional development, and for current and aspiring educational leaders seeking to enhance their practice.

This book gives a complete guide to carrying out and completing a project or dissertation which has a leadership or management focus. It is written in accessible, jargon-free language and provides practical advice in all the relevant areas of research and its reporting. The authors provide case examples of students' work from a range of contexts. They give guidance on what pitfalls to avoid, and show clearly how to structure the project, write a literature review, present personal research findings, as well as how to understand different kinds of research, assessment, and maximising tutorial support. The book is essential for Masters' students - and their tutors - in fields such as education or business studies, giving a clear step-by-step approach to doing the fieldwork and writing up the outcomes, including how to make conclusions and recommendations. It provides a comprehensive resource to ensure success in leadership and management projects and dissertations. DAVID MIDDLEWOOD is a part-time Research Fellow at The University of Warwick, UK, having previously worked for the Universities of Leicester and Lincoln. IAN ABBOTT is an associate professor at the University of Warwick, UK. He is currently the director of external relations at the Institute of Education at the University.

A project report for the National College for School Leadership, exploring issues of effective leadership in ethnically diverse schools. The paper collates the views of school leaders, staff, students and community representatives.