Improving the quality of learning and teaching is the
most important thing that school leaders do. This book
contains much that will help the reader in that
enterprise. It reflects the fact that much of what we
know about effective, high-quality schools is already
'out there' in schools across the country. The book
mines that gold. It is full of good sense, a treasure
chest of helpful ideas which have the credibility of
being grounded in case-study material, and in the
experience of the authors, two of whom are practising
headteachers. The book sets out the principles
underpinning the Learning School, but offers also a
strong pragmatic focus and is organized so that it can
be dipped into and something worthwhile easily found.It
sets out practical and specific steps to creating the
Learning School and will support change and improvement
in the professional practices involved in making a
school a stimulating learning environment for adults as
well as students' - Dr Martin J Coles, Assistant
Director, National College for School Leadership
'[C]learly set out, passionately and well-written,
covering much material, full of interesting insights, as
one might expect from two head teachers and an
acknowledged expert in the field...Lots of interesting
thoughts and ideas, written in an accessible style. I
would certainly recommend this book to my students' -
ESCalate The schools of the 21st century cannot continue
to apply the techniques of the 20th century. 'New
Learning' dispenses with outdated preoccupations with
tests, targets, and leadership from above, and focuses
on independence of learning and structural flexibility
within schools. The authors give a complete overview of
how schools can adapt to meet changing needs.They look
at the teacher as learner, learning outside the
classroom, and the nature of leadership in learning
schools, and provide practical solutions to the problems
of staffing, resourcing and assessment. This book is an
invaluable resource for all mid-to-upper level managers
in schools, anyone aspiring to these positions, or
anyone who takes a longterm view of the future of
educational practice |
|