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.
Leading and Managing Professional Learning in Schools
Leading and Managing Professional Learning in Schools
Abstract
Developing schools where the professionals are engaged in ongoing learning based on critical appraisal of their practice with a view to improvement is a challenging responsibility for school leaders and managers. This chapter is the story of a case study of one such undertaking in an Irish primary school. The chapter is based on the premise that for professional development to lead to real, enhanced learning for students and teachers, schools must incorporate the systems and procedures to facilitate embedding learning in practice. This involves working at different levels in schools, at classroom level to change practice, at whole staff level to change perceptions and at organisational level to change structures. Unless ...
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