′This is a stimulating and well-researched book that will interest anyone who cares about how our schools should evolve′ - Matters Arising ′What are schools for? What happens when school walls come tumbling down, and school and community become inextricably linked, offering a range of extended provision to young people and opportunities for lifelong learning to adults? How would you lead such a school? David Middlewood and Richard Parker draw upon their personal and researched experience, to explore school leadership within a community which has an extended school at its heart. This is an engaging and purposeful book for researchers and practitioners alike′ - Professor Ann Briggs, Newcastle University, Chair of BELMAS This book shows leaders of all types of schools how to become effective in extended schooling and fulfil ′Every Child Matters′ (ECM) requirements, by building on and adapting their current practices. The authors explain the context of Extended Schools, in the UK and elsewhere, and outline the features of effectiveness in schools and their leaders. The authors provide practical advice using case studies from a range of settings which show what can be achieved across a wide variety of contexts. ′Points to consider′ give advice to readers at all levels, covering staffing and resourcing, as well as the creation and development of successful partnerships in the community. This book is an essential resource for leaders beginning in extended schools, and leaders already working in extended schools across nursery, primary and secondary settings. It is also relevant to governors, inspectors and advisers and leaders studying masters and doctorate courses in Leadership and Education Policy.

Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.

Describes a variety of leaders hip responsibilities that have an effect on student achievement.

Many educators have been looking for a fundamentally different approach to engage young people and encourage progress in learning. Supported by recent public policy developments, a transformation is beginning to take place in the practice of many schools. The focus of learning is shifting away from the child as an individual in a classroom detached from the surrounding neighbourhood to a learning community that embraces carers and families as well as young people and teachers. This monograph analyses the organising principles of this cultural transformation and considers how it will shape learning in schools and communities throughout the world. The book brings together key thinkers from the fields of new learning, new communities of educational practice and new forms of educational governance. Arguing for the necessary interconnectedness of pedagogy, institutions and governance, this ground-breaking book will undoubtedly shape the policy agenda in this area for years to come.

This brilliant book, focused on the education of the most vulnerable and disadvantaged children, offers a radical critique of traditional approaches to school improvement. The text argues for a movement away from the focus on social mobility to placing equity at the heart of school leadership. It suggests moving from improvement to social justice through a re-examination of the school's role in relation to its communities. The book is evidence-based and combines a focus on moral leadership with strategies to turn principle into practice.