Schools Must Speak For Themselves

This best-selling book illustrates how schools can tell their own story. It draws on ground-breaking work with the National Union of Teachers to demonstrate a practical approach to identifying what makes a good school and the part that pupils, parents and teachers can play in school improvement. Its usefulness for and use by, classroom teachers to evaluate their practice will prove to be its greatest strength in an ever expanding effectiveness literature.

′An ideal text for challenging the thinking of those studying for NPQH... The conclusion by the authors suggests nine major points to consider if improvement for schools in extremely challenging circumstances is to happen and be sustained. These ′nine lesson for policy makers′ are very frank and pertinent points, let′s hope at least some of our policy makers read them!′ - ESCalate ′Rarely does a book on education reform capture both the big and the small picture with such brilliant clarity. MacBeath and his colleagues furnish a ′no holds barred′ account of the ins and outs of understanding and assessing the impact of schools struggling for success. A fascinating read′ - Michael Fullan, Professor Emeritus, OISE/University of Toronto Schools serving young people on the margins of society face a major challenge in trying to create an environment where students can succeed. The book examines key issues in the field of school improvement. More specifically, it draws on evidence from the SFECC (Schools Facing Exceptionally Challenging Circumstances) project to explore: o the policy context of schools on the edge o the nature of extreme challenges o the way schools have responded to extreme challenge o what seems to be effective in helping such schools to meet the challenge o obstacles to success and the facilities and resources that can make a difference o strategies to meet the needs of the local community and facilitate lasting change. Each of the authors has wide experience of school effectiveness and improvement, and of working with schools in disadvantaged communities in Britain, the USA and many other parts of the world. School leaders, local authorities, practitioners and all those involved in any aspect of school leadership and school improvement will find this book highly pertinent.

This book is based on a well-known and well- documented research project that represents eighteen European countries. It includes practical tools for raising standards in schools and guidance on how to use them.

In a political and economic climate in which school performance is made public, performance tables and inspectors' reports can only tell a partial story. This is a unique book. It tells the story of one school seen through the eyes of a pupil, a parent, a teacher, a headteacher and a critical friend. The story is a compelling journey through the process of school improvement; theories of school effectiveness and school improvement are progressively clarified. This book is based on a well-known and well-documented research project that represents eighteen European countries, which clearly sets it in a European Policy context. It includes a wealth of practical tools for raising standards for teachers and school managers to refer to, and guidance on how to use them. This eagerly awaited follow-up to Schools Must Speak for Themselves by John MacBeath (RoutledgeFalmer 1999) is a vital and useful source of good ideas, challenging insights and practical strategies for real schools.

Self-evaluation in schools sits at the top of the national agenda in response to an awareness that performance tables and inspector's reports can only tell a partial story. Schools are now encouraged to raise questions about 'How are we doing?' and 'How do we know?'. Self-Evaluation: What's in it for Schools? demystifies school self-evaluation and encourages schools to be self-critical and self-confident. The book helps schools and teachers develop the necessary confidence to work with evaluation tools. Accessible and packed with case studies, it tackles the issues that are at the forefront of the national agenda in most countries in Europe. Challenging ideas for the future are given through discussion of the concerns and issues of schools in the present day.

Incorporating HC 353-i to -vi, session 2008-09

In a political and economic climate in which school performance is made public, performance tables and inspectors' reports can only tell a partial story.This is a unique book. It tells the story of one school seen through the eyes of a pupil, a parent, a teacher, a headteacher and a critical friend. The story is a compelling journey through the process of school improvement; theories of school effectiveness and school improvement are progressively clarified.This book is based on a well-known and well-documented research project that represents eighteen European countries, which clearly sets it in a European Policy context. It includes a wealth of practical tools for raising standards for teachers and school managers to refer to, and guidance on how to use them.This eagerly awaited follow-up to Schools Must Speak for Themselves by John MacBeath (RoutledgeFalmer 1999) is a vital and useful source of good ideas, challenging insights and practical strategies for real schools.