This book is a contribution to scholarship in the field of religious education. Its aim is simple: to offer a critical perspective on the nature of religious education in the light of contemporary developments in Catholic thinking in catechesis and wider thinking in education. The issues raised in the book will provide ample material for fruitful dialogue and constructive debate in the world of Catholic education. Part One revolves around four historical contexts selected specifically to illuminate contemporary developments in the field. While these historical periods have porous boundaries, they offer a working structure in support of the core claims of the book. Part Two explores the complex genealogy of the relationship between catechesis and Religious Education. Key thematic frames of reference within which the relevant Magisterial documents and associated academic literature are set out and explored chronologically thus allowing for some cross-referencing across the themes: unsurprisingly the range of the issues for debate resists a neat packaging within specific time-frames but does provide a helpful working structure. Part Three proposes that a Spirituality of Communion should underpin the Church's work in catechesis, education and Religious Education. Shared Mission seems to be a satisfactory articulation of the necessary dialogic relationship between both fields and offers a suitable space for both distinction and reciprocity. The revised edition contains an appendix on the Global Compact on Education.

Management by Missions is the idea of distributing the corporate mission to all levels of a company. The corporate mission is then made operational through objectives, which have no value in themselves, but are vital as a means to fulfil the mission. This new management philosophy ensures better performance in all levels of the organization.

​A few decades ago, management thinking started to embrace the idea of purpose. The first edition of this book marked an important step in this trajectory; it drew attention to the need for managers to relate the concepts of ‘purpose’ and ‘missions’ to strategy, culture and leadership. In the years since, purpose and missions have become business imperatives – not only in terms of remaining competitive but as core in the attempts to have a sustainable impact on the world. The second edition of Management by Missions is an open access book based on substantially more research carried out over fifteen years, involving more than 200 organizations around the world. All of this research supports that the practical models and ideas offered in the book have been tried and tested and actually work in practice. With case studies, anecdote and new research findings, the authors present the main tools of the MBM method (shared missions, missions scorecards, interdependency matrix, missions-based objectives and integral assessment) and the type of leadership needed to implement it. The ideas presented in this book mark a path towards a new management methodology for the XXI century and a new way of understanding the work that managers do.

The Shaping School Culture Fieldbook provides a variety of sources of information, inspiration, and suggestions and includes more than forty field-tested exercises. Each chapter begins with a discussion of the features of culture and the symbolic roles of leaders and is followed by a set of examples that clearly illustrate the ideas. The book is filled with activities. Many are specifically designed as group activities with suggestions for how to organize the session, while others are meant to stimulate reflection and are often posed as questions. Most of the activities are designed be to used in a group setting and the questions provided in the chapters can become topics for dialogue or group brainstorming. This wonderful resource will help school leaders learn how to understand, assess, and transform their school culture for ongoing success.

Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That’s why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward.

Parents and guardians can be a powerful resource for teachers, but it takes skill and confidence to build partnerships, or parentships, and proactively engage in a positive way. Kyle Palmer draws from his experience as both principal of a model PLC school and as a parent to offer practical strategies for including parents or guardians as part of your collaborative culture focused on student learning. PreK–12 teachers, counselors, social workers, and principals will: Understand the basics of PLCs and parentships. Learn how parentships can integrate into and enhance the PLC process. Create mission and vision statements for parentships in a PLC. Use specific strategies to enhance your parentship and engage effectively with parents. Maintain an effective parentship into the future. Contents: Introduction Part I: Foundations of Parentships in a PLC Chapter 1: Understanding Parentships in a PLC Chapter 2: Creating Parentships in a PLC Chapter 3: Creating Shared Mission and Vision Statements for Your Parentship Chapter 4: Creating Values and Goals for Your Parentship Part II: Strategies for Parentships in a PLC Chapter 5: Strategies Related to Curriculum Chapter 6: Strategies Related to Individual Student Progress Chapter 7: Strategies Related to Parental Engagement Chapter 8: Strategies for Building Stronger Parent Relationships Chapter 9: Strategies for Monitoring and Sustaining Your Parentship Epilogue: Now What? References and Resources Index

This volume is the first handbook that brings together cutting-edge international research on teacher ethos from a broad array of disciplines. The main focus will be on research that illustrates current conceptualizations of ethos and its importance for acting effectively and responsibly in and out of the classroom. Research will encompass updated empirical and philosophical work that points to the difference in learning when teaching is practised as a moral activity instead of a merely functional one. Authors are among the world’s foremost researchers whose work crosses over from moral education into psychology, neuroscience, sociology, philosophy, pedagogy, and curriculum, drawing on these various fields of research. Today, more than ever, we understand that teachers, like other professionals, need more than subject-matter expertise for acting responsibly and doing their best in their daily duties. Doing so requires possessing a guiding system of professional ethics, moral positioning, goals, norms, and values – in other words: a professional ethos. While the handbook concentrates on Western domains in the current era, the work will extend to other cultures and times as well. With this comprehensive range of perspectives, the book will be attractive and useful for researchers on teachers and teaching as well as for teacher educators, curriculum designers, educational officials, and, last-but-not-least, anyone who is interested in what makes a good teacher. This volume is also a tribute to Fritz Oser, a leading scholar in research on ethos, who sadly passed-away during the compilation of this handbook.