Summary
Contents
Subject index
School leadership and management are fundamental components of school improvement. This is the first study of its kind to relate the principles of effective leadership to the broad spectrum of school life in Ireland.
A key resource for school leaders in their personal and professional study, Leadership and Management in Schools critically appraises issues in leading and managing schools. The editors bring together an array of renowned scholars to inform and stimulate the debate on the future of leadership development in Irish schools.
Each author explores different perspectives and sets a framework for rethinking school leadership and management and an agenda for future research. The book includes in-depth discussions of a broad spectrum of issues encountered by practitioners, such as:
justice and equality as cornerstones of any educational system and the challenges they pose for those in leadership positions; principles of good governance; the key positions of accountability and leadership of change.
Inspiring and informative in its style, the authors bring together a range of perspectives on every aspect of school leadership and management, from well known contributors such as Michael Fullan, Ciaran Sugrue and Marty Linsky, creating a unique and rich canvas. Focusing on national and international perspectives this book adds to the growing canon of international studies of school leadership.
With a unique Irish perspective on Leadership and Management, this book provides an authoritative reference point for practitioners, scholars and students of educational leadership and management, as well as for policy makers in Ireland. It is also extremely useful for practitioners, scholars and students nationally and internationally.
Leadership and Teacher Education
Leadership and Teacher Education
There are no formal structures, arrangements or requirements in relation to teacher observation, coaching or mentoring … While there is no tradition of teacher observation, peer coaching or mentoring in Ireland, there have been a number of pilot projects involving groups of schools and Education Centres in which different approaches to mentoring have been monitored and researched.
Nowhere is the absence of a seamless continuum in teacher education more evident than in the early years of teaching. At the same time, no point in the continuum has more potential to bring the worlds of the school and the academy into a true symbiotic partnership than the induction phase.
Abstract
The ...
- Loading...