Suchergebnisse

The author presents in his contribution in a critical manner an outline regarding the development of self-evaluation in Scotland during the last decade. In 1988 in Scotland the context for school improvement and accountability was external inspection. Although this did not mean that schools themselves were unconcerned with improvement and accountability, schools tended to see much of the responsibility for quality assurance and accountability as lying outside their control. The author characterises what schools at that time could be. From the late eighties onwards teams of teachers, university researchers and Scottish Office policy advisers worked together to fashion a new system. In 1992 a set of self-evaluation guidelines were launched, distributed to all schools in Scotland, primary, secondary and special schools. They contained an indicator framework, a set of suggested criteria, tools for self-evaluation, guidelines on their use, and examples of professional development activities for teachers. In the final section of his essay "The challenge ahead" the author formulates six characteristics typical of the self-evaluating school. (DIPF/Orig./Ba.).

Book Cover; Title; Contents; List of figures; List of tables; Introduction; The Learning School; The story begins; What we did; Tools for schools; A lifetime of learning (in one year); The impact on the schools; Expert witnesses; Insights into the school experience from the Learning School students; A place called school; The school day; Layouts for learning; Subjects, subjects, subjects; Lesson, lessons, lessons; Who do you learn most from?; Who likes school?; Two classes compared; It all depends on your point of view; A life in the day of three students.

Cover -- Half-Title -- Title -- Copyright -- Contents -- List of illustrations -- Acknowledgements -- Introduction -- 1 The policy challenge -- Eight policy consequences -- Productive failure -- From dutiful compliance to rule breaking -- The policy dilemma space -- Conclusion -- References -- 2 The backdrop to policy reform -- Global policy trends and the policy dilemma space -- The global policy backdrop and flirtation with managerialism -- Global policy effects in Carpe Vitam Project countries -- Change without improvement -- Conclusion -- References -- 3 Leadership for learning -- Millennium change -- The Carpe Vitam Leadership for Learning Project -- Leadership for Learning: Principles for practice -- A challenge to policy -- Conclusion -- References -- 4 Professional integrity -- Moral purpose -- Professional integrity -- Test-driven narrowness versus a broad education -- The rights of the child, moral purpose, and professional integrity -- Social justice dimensions as a further test for professional integrity in education -- Testing integrity questions for school leaders implementing projects and programs -- Two illustrative international Leadership for Learning cases -- A final word on critical friendship -- Conclusion -- References -- 5 Leadership as practice -- Towards understanding leadership as practice -- The leader-practitioner -- Leadership as a set of practices -- Summary -- Leadership in the flow of practice -- Summary -- Vignette 1 -- Vignette 2 -- Conclusion -- References -- 6 Thinking differently about learning and teaching -- Case study: The Learning School -- What we have learnt -- Modes of knowing and being -- Storyline: Telling and creating stories -- Conclusion -- References -- 7 Enhancing teacher professionality -- Teacher quality, effectiveness, and standards