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Author: David Didau
Publisher: John Catt
ISBN: 1913808734
Category : Education
Languages : en
Pages : 258
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Book Description
Uncertainty is a fact of life. You can never know enough to make perfect decisions. Understanding this helps us balance an awareness of our tendency towards overconfidence with an acceptance of our own fallibility. The book discusses two opposed models of school improvement: the deficit model (which assumes problems are someone’s fault) and the surplus model (which assumes problems are unintended systemic flaws). By aligning ourselves to a surplus model we can create a system of Intelligent Accountability. The principles that make this possible are trust, accountability and fairness. While we thrive when trusted, unless someone cares about – and is holding us to account – for what we do, we’re unlikely to be our best. Some teachers deserve more trust and require less scrutiny than others, but in order to satisfy the demands of equality we end up treating all teachers as equally untrustworthy. The more we trust teachers, the more autonomy they should be given. To pursue a system of fair inequality we must accept that autonomy must be earned.
Author: David Didau
Publisher: John Catt
ISBN: 1913808734
Category : Education
Languages : en
Pages : 258
Get Book Here
Book Description
Uncertainty is a fact of life. You can never know enough to make perfect decisions. Understanding this helps us balance an awareness of our tendency towards overconfidence with an acceptance of our own fallibility. The book discusses two opposed models of school improvement: the deficit model (which assumes problems are someone’s fault) and the surplus model (which assumes problems are unintended systemic flaws). By aligning ourselves to a surplus model we can create a system of Intelligent Accountability. The principles that make this possible are trust, accountability and fairness. While we thrive when trusted, unless someone cares about – and is holding us to account – for what we do, we’re unlikely to be our best. Some teachers deserve more trust and require less scrutiny than others, but in order to satisfy the demands of equality we end up treating all teachers as equally untrustworthy. The more we trust teachers, the more autonomy they should be given. To pursue a system of fair inequality we must accept that autonomy must be earned.
Author: David Didau
Publisher: John Catt Educational
ISBN: 9781913622275
Category :
Languages : en
Pages : 312
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Book Description
Uncertainty is a fact of life. You can never know enough to make perfect decisions. Understanding this helps us balance an awareness of our tendency towards overconfidence with an acceptance of our own fallibility. The book discusses two opposed models of school improvement: the deficit model (which assumes problems are someone's fault) and the surplus model (which assumes problems are unintended systemic flaws). By aligning ourselves to a surplus model we can create a system of Intelligent Accountability. The principles that make this possible are trust, accountability and fairness. While we thrive when trusted, unless someone cares about - and is holding us to account - for what we do, we're unlikely to be our best. Some teachers deserve more trust and require less scrutiny than others, but in order to satisfy the demands of equality we end up treating all teachers as equally untrustworthy. The more we trust teachers, the more autonomy they should be given. To pursue a system of fair inequality we must accept that autonomy must be earned.
Author: Mark Enser
Publisher: Crown House Publishing Ltd
ISBN: 1785835769
Category : Education
Languages : en
Pages : 132
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Book Description
Co-authored by Zoe Enser and Mark Enser, The CPD Curriculum: Creating conditions for growth shares expert and practical guidance for schools on designing and delivering continuing professional development (CPD) that truly lives up to its name. There is a wealth of research available on professional learning, from both within and outside the education sphere, and in this book Zoe and Mark pull it all together to help school leaders optimise teachers' ongoing learning and growth. Zoe and Mark explain how schools can overcome issues with CPD that can leave teachers plateauing in their development after just a few years, and share a variety of case studies that illustrate the key components of an effective CPD programme that builds on teachers' prior knowledge. The authors spell out the importance of CPD and explain how, when done well, it gives teachers the agency to make professional decisions informed by the best evidence and experience they have to hand. Furthermore, they explore how high-quality professional development contributes not only to a collaborative culture within the school staff team and enhanced job satisfaction for teachers, but also to improved student outcomes. Split into three parts - intent, implementation and impact - the book covers a range of key areas, including: coaching and mentoring, subject-specific CPD, empowerment and self-efficacy, delivery methods and quality of materials. They also examine the current issues and common pitfalls surrounding CPD and offer guidance on how it can be improved, with clear end goals in mind. Suitable for school leaders, heads of department and CPD leads in all settings.
Author: Dave Tushingham
Publisher: Taylor & Francis
ISBN: 1003824900
Category : Education
Languages : en
Pages : 314
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Book Description
Educational books can help teachers engage in quality CPD (Continuing/Continuous Professional Development), but how do we find the time to read the latest literature? And if we have the time, how do we know what to choose or what we should do with what we read? Born from a real-life book club, The Edu-Book Club helps teachers and school leaders to navigate the wealth of evidence-based CPD by bringing together key publications on teaching, assessment, and curriculum. It shows how the ideas and research presented in these publications can be translated into everyday classroom practice, to help teachers and school leaders develop and inform these practices for their own professional and classroom development. Drawing on a diverse range of books and including practical advice on how to set up and run a book club, each book club session covers: The rationale for choosing that title An interview with the author with accompanying visual notes A summary of the key ideas Key takeaways and implications for classroom practice With an accompanying website featuring the video interviews and additional resources, accessible at https://glt-alwayslearning.co.uk/posts/glt-friends-book-club-edu-book-club, this will be a valuable resource for teachers and school leaders at all stages of their careers.
Author: Ian Menter
Publisher: Springer Nature
ISBN: 3031161939
Category : Education
Languages : en
Pages : 1761
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Book Description
This handbook presents a timeless, comprehensive, and up-to-date resource covering major issues in the field of teacher education research. In a global landscape where migration, inequality, climate change, political upheavals and strife continue to be broadly manifest, governments and scholars alike are increasingly considering what role education systems can play in achieving stability and managed, sustainable economic development. With growing awareness that the quality of education is very closely related to the quality of teachers and teaching, teacher education has moved into a key position in international debate and discussion. This volume brings together transnational perspectives to provide insight and evidence of current policy and practice in the field, covering issues such as teacher supply, preservice education, continuing professional learning, leadership development, professionalism and identity, comparative and policy studies, as well as gender, equity, and social justice.
Author: Josh Goodrich
Publisher: John Catt
ISBN: 1036006662
Category : Education
Languages : en
Pages : 236
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Book Description
Great teachers can make a huge difference to students' lives, but helping them to improve throughout their careers is vital. How can we best do this? Multiple studies suggest that instructional coaching - a school-centred approach to developing teachers - is one of the best options we have. However, to make the most of instructional coaching, we must be clear about what it means. In Responsive Coaching, Josh Goodrich examines contrasting models, combining research and practical experience to build an approach that adapts to meet the needs of individual teachers. This enables coaches to flex their style depending on where a teacher is on their journey towards expertise. Josh distils his approach into five areas, unpacking essential research and providing concrete examples of great coaching in action to provide a toolkit of practical responsive coaching strategies that support teachers to make continuous improvements. Combining robust research evidence from a wide range of fields with the practical wisdom of experienced teachers, leaders and coaches, the book is a toolkit for building an instructional coaching approach that works, for every teacher.
Author: Ruth Ashbee
Publisher: Taylor & Francis
ISBN: 1000985679
Category : Education
Languages : en
Pages : 128
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Book Description
A powerful school culture can unite staff in a common vision, shape positive behaviours and attitudes, and create the conditions for the staff body to work as one. As the recruitment and retention crisis deepens, staff culture is more important than ever. This book explores how schools can develop a culture where individuals take pride in their work and actively seek and embrace development and challenge, seeing the big picture of the school and cherishing their role in it. Drawing on key ideas from systems theory, psychology, anthropology, business and philosophy, this book explores the key ideas we need in order to understand culture and the concrete steps we can take in order to intentionally develop our staff culture in a positive direction. Each chapter features powerful input to strengthen our understanding alongside probing reflections to guide our own development. Written by a leading practitioner and designed to support reflections and planning for concrete actions, this is essential reading for school leaders and head teachers wanting to develop an authentic, powerful and positive school staff culture. School Staff Culture benefits from a completely free school development package, with session plans, slides and resources to structure a programme of sessions for leadership and specialist culture teams. The package supports the input, reflection, discussion, evaluation and contextualised application and review that will really bring the ideas in School Staff Culture to life in a school, and can be downloaded from www.routledge.com/9781032121963.
Author: David Didau
Publisher: Hachette UK
ISBN: 1913808734
Category : Education
Languages : en
Pages : 258
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Book Description
Uncertainty is a fact of life. You can never know enough to make perfect decisions. Understanding this helps us balance an awareness of our tendency towards overconfidence with an acceptance of our own fallibility. The book discusses two opposed models of school improvement: the deficit model (which assumes problems are someone’s fault) and the surplus model (which assumes problems are unintended systemic flaws). By aligning ourselves to a surplus model we can create a system of Intelligent Accountability. The principles that make this possible are trust, accountability and fairness. While we thrive when trusted, unless someone cares about – and is holding us to account – for what we do, we’re unlikely to be our best. Some teachers deserve more trust and require less scrutiny than others, but in order to satisfy the demands of equality we end up treating all teachers as equally untrustworthy. The more we trust teachers, the more autonomy they should be given. To pursue a system of fair inequality we must accept that autonomy must be earned.
Author: Silvia Edling
Publisher: Routledge
ISBN: 0429952155
Category : Education
Languages : en
Pages : 197
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Book Description
This book connects the dilemmas educators experience in daily practice with key theories, research and policy about democracy, ethics and equity in education. Illustrated through vignettes from practising teachers, as well as suggested questions and supplementary readings for each chapter, the authors recognise and explore the complex nature of the insoluble problems that face practising teachers in their everyday lives and how they can be understood in order to address them in a more elaborate manner. Divided into eight concise chapters, this book provides a much-needed comprehensive exploration of issues within the education discourse, as seen from a global perspective, such as: Teachers’ understanding of their profession Political demands and the complexities of practice Schools’ democratic values Performance and accountability Minority needs and majority rule Countering radicalisation, terrorism and misinformation. Democracy and Teacher Education is a fantastic resource for students in teacher education programmes, as well as teacher educators, who are looking to develop a critical understanding of the choices made within the education field in a more thoughtful and sensitive manner.
Author: Peter Barrett
Publisher: World Bank Publications
ISBN: 1464813787
Category : Education
Languages : en
Pages : 71
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Book Description
'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
