Routledge Education
David Fulton Books
SCHOOL LEADERSHIP & MANAGEMENT NEW AND BESTSELLING BOOKS FOR SCHOOL LEADERS
www.routledge.com/teachers
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SHAPING THE FUTURE Dear Headteacher, Welcome to our new Routledge and David Fulton school management and leadership brochure. This booklet has been structured to show you how our books fit in with the 2004 National Standards for Head Teachers. We have selected the books that can help you and your staff to develop in each of the key areas. Our books reflect the most up to date information; written by leading educational professionals; specifically to meet your needs.
THE KEY AREAS
NEW
The Future of Educational Change SHAPING THE FUTURE, p2-4
International Perspectives
LEADING LEARNING AND TEACHING, p5-6
Edited by Ciaran Sugrue, University of Cambridge,UK
DEVELOPING SELF AND WORKING WITH OTHERS, p6-7 MANAGING THE ORGANISATION, p8-9 SECURING ACCOUNTABILITY, p10 STRENGTHENING COMMUNITY, p10-11
This timely book provides a systematic overview and critique of contemporary approaches to educational change from some of the best-known writers and scholars in the field, including Andy Hargreaves, Larry Cuban, Ivor Goodson, Jeannie Oakes, Milbrey McLaughlin, Judyth Sachs and Ann Liebermann.
Please take a few minutes to have a browse through the brochure. These are only a selection of the books we have to offer so please do visit our website www.routledge.com/teachers for a full listing of our titles.
Divided into four sections, the book addresses the key themes:
Ordering your books couldn’t be easier – see the back page for more details.
•How has the impact differed in different circumstances?
Sarah Tweddle Marketing Executive (Routledge Education and David Fulton Books) sarah.tweddle@tandf.co.uk
•What has been the impact of educational change?
•What are the new directions for research on policy and practice? •How can we link research, policy and practice? By highlighting critical lessons from the past, the book aims to set an agenda for policy-related research and the future trajectories of educational reforms, while also taking into account the dominant rhetorics of international ‘social movements’ and the ‘refracted’ nature of policy agenda at national and local levels. February 2008: 234 x 156: 256pp Pb: 978-0-415-43108-8: £22.99
SHAPING THE FUTURE NEW
NEW FOR 2009
NEW
Distributed School Leadership
A Good School for Every Child
Radical Reforms
Cyril Taylor, Education Advisor
Perspectives on an Era of Educational Change
Developing Tomorrow’s Leaders
Contributors Christine Walter and Jane Ware
Alma Harris, University of Warwick, UK
Foreword by David Blunkett MP and Kenneth Baker
Edited by Christopher Chapman, University of Manchester, UK and Helen M. Gunter, University of Manchester, UK
Series: Leading School Transformation Published in association with the SSAT. This book focuses on the why, how and what of distributed leadership by offering a practical insight into what it looks like in schools. It argues that our new system leaders are already in schools and that the main challenge is to develop them and maximise their collective capacity to make a difference. Drawing on the ‘Developing Leaders Programme’, which aimed to develop young leaders in schools, it provides practical examples and case-study evidence of distributed leadership in action. The main aims of the book are to: •provide a clear account of more widely distributed leadership •offers evidence about its positive impact on organisational and individual learning •give case-study exemplars and practical illustrations of how it works in practice. The book also considers the leadership of networks and the new forms of partnership schools are engaged in. It looks at how lateral capacity is built and the part distributed leadership plays in generating leadership capacity between schools. July 2008: 216 x 138: 192pp Pb: 978-0-415-41958-1: £17.99
This book explores a decade of rapid and intensive modernisation in England and draws out the lessons for those concerned with developing education systems across the globe.
Sir Cyril Taylor has been at the heart of English education for over two decades, serving as an adviser to ten successive UK Education Secretaries and Four Prime Ministers, both Conservative and Labour, including Margaret Thatcher and Tony Blair. His passion for education has led directly to real school improvement, from the creation of City Technology Colleges to specialist schools and academies, which together now constitute over nine in ten secondary schools in England. The Specialist Schools and Academies Trust, the body he founded, is now a leading force in school improvement worldwide. A Good School for Every Child draws on that wealth of experience. While offering an insider’s look at some of the key challenges in education, it is also an invaluable guide for parents and teachers interested in how our schools work today. There is a particular focus on how to raise standards in low attaining schools, improving levels of literacy and numeracy and teaching our children the skills they need for the 21st Century. February 2009: 246 x 174: 200pp Pb: 978-0-415-48253-0: £19.99
In 1997, New Labour set out to transform the public sector in general, and education in particular. The book focuses specifically on reform in key areas: •standards and accountability •workforce reform •choice and diversity •Every Child Matters and beyond. Drawing on the framework which New Labour has developed to assess the approaches to, and outcomes of, interventions and the extent to which policies can deliver promised transformations, the authors present a critical account of reform by studying examples of policies, and conceptualising the interplay of policy, practice and research. December 2008: 234 x 156: 272pp Pb: 978-0-415-46402-4: £22.99
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SHAPING THE FUTURE Education Policy
Education plc
Making Minds
Process, Themes and Impact
Understanding Private Sector Participation in Public Sector Education
What’s Wrong with Education - and What Should We do about It?
Stephen J. Ball, Institute of Education, University of London, UK
Paul Kelley, Monseaton Community High School, Whitley Bay, UK ‘Making Minds is a controversial critique of our education systems. The author is a school leader ‘at the forefront of scientific and technological advancement in schools’ who, as an American, ‘felt comfortable taking on the British establishment.’ – The Times Educational Supplement
Les Bell, University of Leicester, UK and Howard Stevenson, University of Leicester, UK Series: Leadership for Learning Series As global pressures focus increasing attention on the outcomes of education policy and on their implications for economic prosperity and social citizenship, the experience of each individual learner is decisively shaped by the wider policy environment. However, there is often an underdeveloped understanding of how education policy is formed, what drives it and how it impacts on schools and colleges. This book explicitly makes these connections, and links them to the wider challenges of educational leadership in a modern context. 2006: 234 x 156: 208pp Pb: 978-0-415-37772-0: £23.99
In Education plc, Stephen Ball provides a comprehensive, analytic and empirical account of the privatisation of education. He questions the kind of future we want for education, and what role privatisation and the private sector may have in that future raises the following questions: •Is there a legitimacy for privatisation based on the convergence of interests between business and the ‘third way’ state? •Is the extent and value of private participation in public education misunderstood? •How is the selling of private company services linked to the remodelling of schools? •Why have the technical and political issues of privatisation been considered but ethical issues almost totally neglected? •What is happening here, beyond mere technical changes in the form of public service delivery? •Is education policy being spoken by new voices? Drawing upon extensive documentary research and interviews with senior executives from the leading ‘education services industry’ companies, the author challenges preconceptions about privatisation. 2007: 234 x 156: 232pp Pb: 978-0-415-39941-8: £23.99
2007: 234 x 156: 200pp Pb: 978-0-415-41411-1: £18.99
4TH EDITION
The New Meaning of Educational Change Michael Fullan, University of Toronto, Canada When Michael Fullan published the first edition of this seminal work in 1982, he revolutionised the theory and practice of education reform. Now, a quarter of a century later, his new fourth edition promises to be equally influential for radical reform in the 21st Century. The New Meaning of Educational Change is your definitive compendium to all aspects of the management of educational change. 2007: 234 x 156: 297pp Pb: 978-0-415-43957-2: £25.99
LEADING LEARNING AND TEACHING NEW
NEW FOR 2009
Connecting Leadership and Learning
Leadership Mindsets
Principles for Practice Edited by John MacBeath, University of Cambridge, UK and Neil Dempster, Griffith University, Australia Connecting Leadership and Learning reassesses the purpose of schools, the nature of learning and the qualities of leadership that make schools authentic places of learning.
Innovation and Learning in the Transformation of Schools Linda Kaser and Judy Halbert, both at University of Victoria, Vancouver Island University, Canada Series: Leading School Transformation
Starting with a review of what we can claim to know – and not know – about learning, leadership and their inter-relationship, this book explores what it means to lead schools that place learning at the centre. Drawing on research from seven different country projects the authors offer five key principles for practice:
The evidence is clear - school leaders make a difference to the learning of the pupils they serve. And yet, not all leaders have the same degree of impact. What are the factors that make the difference to student learning? Drawing from international case study research, from the experience of hundreds of school leaders serving widely diverse communities, Judy Halbert and Linda Kaser argue that there are six distinct mindsets that characterise the way successful, learning-oriented leaders operate and make sense of their professional world. These leaders are:
•a focus of learning
•motivated by intense moral purpose
•an environment for learning
•knowledgeable about current models of learning
•a learning dialogue
•consistently inquiry oriented
•shared leadership
•able to build trusting relationships
•accountability; internal and external.
•evidence informed
These key principles have been tested by teachers, senior leaders and school students and found to be applicable across cultural and linguistic boundaries.
•able to move to wise action.
July 2008: 234 x 156: 208pp Pb: 978-0-415-45295-3: £22.99
This book outlines an alternative way of thinking about school leadership. It examines research evidence that leaders will find most useful and suggests how they might use this evidence to maximise their learning and the learning of their students. February 2009: 216 x 138: 160pp Pb: 978-0-415-47694-2: £22.99
Improving Learning through Consulting Pupils Jean Rudduck, University of Manchester, UK and Donald McIntyre Series: Improving Learning Improving Learning through Consulting Pupils discusses the potential of consultation as a strategy for signalling a more partnership-oriented relationship in teaching and learning. Topics covered include: •the centrality of consultation about teaching and learning in relation to broader school level concerns •teaching approaches that pupils believe help them to learn and those that obstruct their learning •teachers’ responses to pupil consultation - what they learn from it, the changes they can make to their practice and the difficulties they can face •the things that can get in the way of pupils trusting in consultation as something that can make a positive difference. While consultation is flourishing in many primary schools, the focus here is on secondary schools where the difficulties of introducing and sustaining consultation are often more daunting but where the benefits of doing so can be substantial. 2007: 216 x 138: 232pp Pb: 978-0-415-41616-0: £23.99
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LEADING LEARNING AND TEACHING Improving Schools, Developing Inclusion
A Little Learning
NEW FOR 2009
Broodings from the Back of the Class
Mel Ainscow, University of Manchester, UK, Tony Booth, The Open University, UK and Alan Dyson, University of Manchester, UK
Libby Purves, Broadcaster and Journalist, UK
School Leadership - Heads on the Block?
Illustrated by Bill Stott
Pat Thomson, University of Nottingham, UK
Series: Improving Learning
This lively selection brings together journalist and broadcaster Libby Purves’ experiences as journalist, parent, governor and former pupil of half a dozen assorted schools from Bangkok to Tunbridge Wells, displaying her eclectic and provocative opinions and ideas on teaching and learning.
While many books explore the possibilities for developing inclusive practices in schools, and ‘inclusion’ is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child.
This collection brings together the best of her writing in the Times Educational Supplement covers - sometimes thoughtfully, sometimes mockingly everything from national policy to the eccentricities of headteachers and the limitations of IT.
Here the highly regarded authors focus on:
2007: 216 x 138: 256pp Pb: 978-0-415-41709-9: £15.99
•barriers to participation and learning experienced by pupils •the practices that can overcome these barriers •the extent to which such practices facilitate improved learning outcomes •how such practices can be encouraged and sustained within schools and LEAs. 2006: 216 x 138: 232pp Pb: 978-0-415-37279-4: £23.99
Most teachers become heads because they want to make a difference to the lives of children and young people. Yet serving heads suggest the job is getting harder, talking openly about stress and leaving the job. Many teachers now see headship as a risky business, and succession planning, while necessary, will not on its own be sufficient to attract the diverse range of applicants required to satisfactorily fill leadership positions. School Leadership - Heads on the Block? addresses this shortage. It suggests there is no crisis in supply per se, but that schools in some locations find it difficult to attract the ‘right people with the right stuff’. The book examines the expectations of heads, the hours they are expected to work and the nature of everyday demands. It proposes that ‘sudden death’ accountabilities act as a major disincentive to potential applicants, and outlines a series of policy measures to tackle the kinds of daily pressures heads now experience. February 2009: 234 x 156: 192pp Pb: 978-0-415-43075-3: £22.99
DEVELOPING SELF AND WORKING WITH OTHERS NEW
Good Teachers, Good Schools
Inspirational – and Cautionary – Tales for Would-be School Leaders
Surviving and Succeeding in Senior School Management
How to Create a Successful School
Gerald Haigh, Freelance Education Journalist
Getting In and Getting On
David Hudson, Head Teacher at Wickersley School and Sports College in Rotherham, UK ‘Good schools think with people and not to people’, argues David Hudson in this thought-provoking practical guide for those wanting to bridge the gap between middle and senior management roles, and make a difference in their schools. Accessibly and engagingly written and packed with real-life examples, David sets out to inspire his readers to improve their practice and offers tried and tested strategies and solutions. Good Teachers, Good Schools is a must-have read for anyone interested in a senior school leadership role and for those leaders keen to improve their leadership style. The book covers every aspect of school leadership, from the decisions senior school leaders need to make such as running meetings, staffing and communication with staff and pupils to the difference between management and leadership and curriculum involvement including monitoring evaluation and self-evaluation. David Hudson encapsulates many principles that have made him a successful school leader. This book will prove essential reading for ambitious teachers and deputy heads everywhere September 2008: 216 x 138: 152pp Pb: 978-0-415-47132-9: £16.99
Based upon Gerald Haigh’s acclaimed weekly column in the Times Educational Supplement, this book is a lively and refreshing look at what it takes to get on in teaching. Touching on everything from the legacy of Ted Wragg to the film Brokeback Mountain the author’s incise eye will give teachers wanting to get on in their career both inspiration and much to ponder upon. This reworked and thematically grouped collection will give leaders and aspiring leaders in education vital insights and observations into a wide range of topics including: •the recruitment game and building your career •dealing with people, making mistakes and learning •lessons from Heroes and Gurus – from Tom Peters and Peter Drucker to Lawrence of Arabia •supporting colleagues •getting a life beyond school. Over recent years Haigh’s columns - Second Half, for experienced teachers, and Leading Questions, specifically for teachers in leadership positions have developed a loyal following from readers. This book will delight and engage all who wish to move onwards and upwards in teaching. 2007: 216 x 138: 160pp Pb: 978-0-415-43792-9: £16.99
Paul Blum, Head of Islington Green School, London, UK This lively, practical account explores the vital aspects of the assistant or deputy headteacher’s role, which often means playing piggyin-the-middle to a variety of school stakeholders, including the headteacher, other senior managers, the teaching staff, parents and local authority advisors, governors and pupils. The author gives practical tips on how to organise yourself well when the pressure to perform multiple tasks simultaneously is high, such as how to lead and manage major strategic changes, do a good presentation to staff on a training day, and give a rogue pupil an effective telling-off. The book also covers how to apply for a senior management job and successfully get through the stringent written selection criteria and complex interview process. This is a highly informative text for any aspiring subject leader or middle manager in the primary or secondary sector. It will also be of interest to existing senior managers who want to reflect on the way they are doing their job already. 2006: 216 x 138: 160pp Pb: 978-0-415-39260-0: £23.99
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MANAGING THE ORGANISATION Making Your Way in Headship
NEW
NEW
Gerald Haigh, Freelance Education journalist and Anne Perry, Head of St. Giles Junior School in Warwickshire, UK
A Guide to School Attendance
Cyber-Bullying
Ben Whitney, Education Consultant, UK
Issues and Solutions for the School, the Classroom and the Home
All state-maintained schools have a legal duty to combat unauthorised absence, to maintain a twice-daily attendance record for every pupil and have attendance policies and procedures ready for Ofsted inspections.
Series: No-Nonsense Series This book covers the immediate basics, such as: • What do you really need to know about the school? • How should you present yourself as a headteacher?
A school’s practice is now subject to scrutiny as never before, with targets and standard procedures.
• how to manage people • prioritising, time management and stress management. 2007: 216 x 138: 104pp Pb: 978-1-84312-435-1: £12.99
Steps in Leadership
Ben Whitney draws together twenty years of education welfare experience to provide a wealth of ideas to benefit any school. The book provides: •summaries of the legal requirements •extended case studies
Huw Thomas
•Question and Answer sections
Series: No-Nonsense Series
•group work activities
This book covers the most important aspects of becoming a school leader including: •what leadership actually is •different styles of leadership •“Strategic Vision” and how to do it without losing your grip on reality •teams and how they work, structures and delegation •coaching, leading by moving your team with you. 2007: 80pp Pb: 978-1-84312-434-4: £12.99
•model policies and procedures. A detailed practical guide for school leaders and managers, teachers, Education Welfare Officers and other attendance workers in schools and local authorities. June 2008: 234 x 156: 144pp Pb: 978-0-415-46585-4: £22.99
Shaheen Shariff, McGill University, Montreal, Canada In this increasingly digital world cyber-bullying has emerged as an electronic form of bullying that is difficult to monitor or supervise because it often occurs outside the physical school setting and outside school hours on home computers and personal phones. These web-based and mobile technologies are providing young people with what has been described as: ‘an arsenal of weapons for social cruelty.’ These emerging issues have created an urgent need for a practical book grounded in comprehensive scholarship that addresses the policy-vacuum and provides practical educational responses to cyber-bullying. Written by one of the few experts on the topic, Cyber-Bullying develops guidelines for teachers, head teachers and administrators regarding the extent of their obligations to prevent and reduce cyber-bullying. The book also highlights ways in which schools can network with parents, police, technology providers and community organisations to provide support systems for victims (and perpetrators) of cyber-bullying. March 2008: 234 x 156: 328pp Pb: 978-0-415-42491-2: £19.99
MANAGING THE ORGANISATION NEW
Raising the Stakes
Don’t Touch! The Educational Story of a Panic
From Improvement to Transformation in the Reform of Schools
Heather Piper, Manchester Metropolitan University, UK and Ian Stronach, Manchester Metropolitan University, UK
Brian J. Caldwell, University of Melbourne, Australia and Jim Spinks, Education Consultant, Australia
This is the first book in the UK to explore the problems involved in ‘touching’ children in an educational environment. The book uses real-life examples taken from groundbreaking research into the mentality of today’s risk culture, and highlights a maddening state of affairs in which ordinary well-meaning professionals feel they cannot offer even very young children basic levels of comforting.
Series: Leading School Transformation
This fascinating and long-overdue book examines the ‘no-touch’ pandemic in early years settings, by use of extensive interviews with practitioners, parents and pupils, which: •outline the confusion experienced by many in knowing if, when and how to touch •suggest why this issue is important now (for example, at a time when men are being encouraged to work in early years settings) •consider explanations such as panic, risk, society and fear. This book also examines and explains where the law stands on these issues, and keeps its key focus on practice throughout; representing an unsensationalised and sensible approach to an issue that causes so much professional anxiety. March 2008: 234 x 156: 184pp Pb: 978-0-415-42008-2: £19.99
‘The most grounded and incisive treatment of the future of schooling you will ever find. Caldwell and Spinks show in clear and compelling terms how to raise the stakes for each and every student by putting the system to work on a new set of solutions. Brilliantly and specifically insightful and action oriented.’ – Michael Fullan, Ontario Institute for Studies in Education Raising the Stakes provides an understanding of the breadth of resources that are needed in order to provide a quality education to all students so that every individual, organisation and institution can become a stakeholder in the enterprise. This comprehensive book draws on best practice in several countries to show how resources can be allocated to help achieve high expectations for all schools. 2007: 216 x 138 Pb: 978-0-415-44046-2: £18.99
Managing Finance, Premises and Health & Safety David Miller, John Plant and Paul Scaife all at Sheffield City Council, UK Series: No-Nonsense Series This book covers the most important aspects of these essential issues, such as: •how and when to budget •how to audit your school’s facilities •how to manage, maintain and improve your premises •ways to gain extra funding for your premises •What are the main Health and Safety issues? •What are the common pitfalls? •What are the policies you really need? 2007: 216 x 138: 96pp Pb: 978-1-84312-454-2: £12.99
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NEW FOR 2009
FAQs for School Inspection
School Inspection & Self-Evaluation
Practical Advice and Working Solutions
Working with the New Relationship
Elizabeth Holmes, Professional Writer on Education, UK
John Macbeath, University of Cambridge, UK
Mark Hadfield, University of Wolverhampton, UK and Christopher Chapman, University of Manchester, UK
School inspections still have the potential to spread fear and panic through even the best-run schools, but this practical book will remove all of the anxiety, with its proven advice to help ensure a successful inspection. Ideal for all teachers, whether newly qualified or with decades of experience, FAQs for School Inspection will guide the reader calmly through the pre- and post-inspection stages, offering valuable insights into what can happen during the inspection itself. Covering recent legislative changes and everything to do with school inspection, it outlines the teacher/inspector relationship and gives advice on coping with the potential stresses of inspections. Organised into logical sections, the book covers issues such as: •preparing for inspection •being inspection-aware •the effects inspection has on you personally •what happens after inspection. Complete with advice on using inspection to further personal and professional development, this ready-reference guide will allow teachers to play a confident and influential role in school inspection. December 2008: 216 x 138: 176pp Pb: 978-0-415-33499-0: £18.99
Written for heads and teachers, this forward-thinking book examines exactly what the relationship between inspection and selfevaluation means for schools and explores some of the underpinning issues, featuring examples of best practice from successful schools. 2006: 234 x 156: 224pp Pb: 978-0-415-39971-5: £23.99
Inspection and Accountability Bill Laar, University of Wolverhampton, UK Series: No-Nonsense Series This book, written by an Ofsted Inspector, shows you exactly what to do, and how best to present your self-evaluation. It also tells you how to prepare for the two day inspection so that everything goes as well as possible. 2006: 80pp Pb: 978-1-84312-436-8: £12.99
Community section
Leading School-based Networks
Networking and collaboration have raised new leadership challenges for existing school leaders and prompted discussion about whether new types of leaders and leadership are required for the future. Based around the lifecycle of a network, Leading School-Based Networks traces the development of a network from its initial inception, exploring the ways in which it can be sustained and remain capable of meeting the future challenges faced by schools and their communities. The book explores a series of important issues facing school leaders, including: •the benefits of investing time and energy in networks with other schools and communities •the particular problems faced by schools and the education system which are best tackled by network-based solutions •the advantages for schools and communities of engaging with collaborative reform agenda •the ways in which networks can be managed •the elements which make an effective network. The book draws on UK and international research to discuss the development and leadership of networks and to outline a number of tried-and-tested leadership approaches. March 2009: 234 x 156: 184pp Pb: 978-0-415-46465-9: £22.99
STRENGTHENING COMMUNITY 11 Extended Schools and Children’s Centres
Working Together in Children’s Services
A Practical Guide
Damien Fitzgerald, Sheffield Hallam University, UK and Janet Kay, Sheffield Hallam University, UK
Rita Cheminais, School Improvement Adviser, UK Featuring helpful checklists, models of good practice, templates and photocopiable resources that can be used in development work, this highly practical book will be an invaluable resource for anyone involved with implementing Every Child Matters in extended schools and children’s centres. As well as setting out roles and expectations, this unique book clearly and thoroughly explains how to: •implement and meet the five ECM outcomes for well-being •provide extended services and wraparound care •work in partnership with agencies and private, voluntary and community sector providers •quality-assure and evaluate the impact of provision and care •self-review, monitor and evaluate the ECM outcomes in line with national standards and Ofsted. This step-by-step handbook is packed with useful advice and suggestions for further reading, websites and resources. 2007: 297 x 210: 176pp Pb: 978-1-84312-475-7: £19.99
Working Together in Children’s Services addresses a range of theoretical perspectives and contexts to stimulate critical thinking about the issues of multi-agency working. The book provides the reader with a critical framework for understanding both new and future developments and explores key issues like: •the notion of "working together" and what it means in practice •the benefits and barriers of multi-agency work •current policy and requirements for successful interdisciplinary working •essential skills for inter-professional teamwork. By showing how to develop successful multi-agency partnerships, it is also highly relevant for teachers and practitioners working across children’s services. 2007: 234 x 156: 152pp Pb: 978-1-84312-467-2: £19.99
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