John West-Burnham – författare

Evidence suggests that school improvement can be achieved if a school has a commitment to its community. By developing a deep and mutual relationship with people and organisations in the local community, your school gains not only information, knowledge and support but a sense of moral purpose.  Educational Leadership and the Community has been written in conjunction with the Community Education Development Centre (CEDC) and offers you different approaches to educational leadership, which are focused on community engagement and social regeneration. This practical book offers a reconsideration of the principles and purposes of your school's role in community education and leadership. Using research and case studies from around the world, Educational Leadership and the Community enables your school  to move from being 'a school in the community' to 'a school of the community'. It covers:education and schools in the community educational leadership and the community learning in the community school improvement social and economic regeneration.

Most schools have improved significantly over the past ten years. The quality of teaching is better than it has ever been and yet there is a sense that schools are still not meeting the needs of all young people. The answer to this challenge is personalizing learning; a switch from the school to the learner - from the needs of the system to the needs of the person. This book presents both a manifesto and a model for the personalization of learning. It combines emerging theories of learning with best professional practice to support schools in developing their own way of moving from improvement to transformation.

This companion volume to Personalizing Learning: Transforming education for every child provides a complete range of specially developed activities to help implement personalizing learning in schools. Topics include: successful learning and teaching strategies incorporating learning styles using assessment for learning mentoring programmes creating personal learning plans developing a dialogue with your students. As well as a comprehensive set of practical materials, this book provides essential guidelines and information for school leaders, CPD coordinators, advisors and consultants concerned with leading change in schools. Supports personal understanding and planning Provides team development activities Included resources and ideas for professional development

This book is designed to serve as a personal development resource for all who work in schools and have responsibility for the spiritual, moral, cultural, mental and physical development of pupils. It provides materials for staff development activities and resources for use in classrooms. The first section covers the background, relating to the Every Child Matters agenda; the second section offers practical strategies for implementing the key components of spiritual and moral development as outlined in the first section.

This book is rooted in the principle that every child and young person has a fundamental entitlement to equal educational opportunities. Human relationships are fundamental to educational and social development and increasing importance is being attached to cooperation and collaboration between schools and the community, and between the agencies that provide services for children and young people.

The aim of this book is to find a paradigm that can be used to achieve greater social fairness, by finding individual/local solutions still in line with national policies and strategies. This book is an argument for equity and inclusion in education based on a model of social justice which is grounded in relationships and learning rather than policies and structures. Securing equity is fundamental to government policy in England - it is at the heart of Every Child Matters and underpins the Children's Strategy. A key issue for education policy and practice in England is the disparity between excellence and equity - in essence, England has the longest tail of under achievement of any country in Western Europe. However, this problem is not limited to wide disparities in educational performance. In the 2007 UNICEF Report 'The wellbeing of children in rich countries' the UK came at the bottom of the international league table. There are numerous examples of how a wide range of variables can compromise a child's life chances, wellbeing and opportunities.At present, the design and delivery of the education system can be seen to reinforce these negative factors rather than seek to explicitly address them. Countries that combine excellence with equity and where young people experience high levels of wellbeing tend to be societies with a commitment to social justice, equity and inclusion. There is an increasing recognition that long term educational and social reforms have to focus on issues around social justice if they are to be more than palliative responses. The aim of this book is to find a paradigm that can be used to achieve greater social fairness, by finding individual/local solutions still in line with national policies and strategies.

John West-Burnham offers a radical critique of prevailing models of leadership in education, particularly models of school leadership, notably the British view of headship. For almost a generation, school leadership has been focused on the concept of improvement, within a policy context of improvement and a prevailing culture rooted in incremental adjustment rather than a fundamental reappraisal. Transformation is a particularly evocative concept; it is one of those words that it is almost impossible to raise objections to. However, as is so often the case with such words, its power is often proportionate to the ambiguity with which it is used. In the context of a discussion about transforming schools three broad categories of usage might be identified: transformation as improved performance, transformation as the achievement of optimum effectiveness and transformation as profound change. It is in this latter respect that the book will offer an alternative model of leadership. Transformation is not about improving output or efficiency; it is not about incremental improvement or optimising organizational effectiveness.Transformation is rather about the profound change of every component of the organization following a fundamental reconceptualisation of its purpose and nature. Transformation is a process that ensures that an organization is appropriate to the context in which it operates. Transformation is about questioning the very nature of the school as an organization and the nature of organizations. The distinctive nature of this book is that it will focus on leadership attitudes, values and personal qualities (the elusive and intangible elements of leadership) rather than simply reworking the traditional blend of knowledge, skills and experience. Central to the book will be the notion of the personal 'mind map' - the model of leadership that determines personal behaviour. The book will focus on helping leaders review and reconceptualise their personal mindscapes. The book will have a strongly practical focus and is designed to be a resource for school leaders who find that their work is increasingly moving beyond traditional boundaries into areas for which there are few precedents and only limited resources.