E-raamat: Managing International Schools [Taylor & Francis e-raamat]

List of figures ix List of tables x List of boxes xi List of contributors xii Acknowledgements xv Copyright acknowledgements xvi List of abbreviations xviii Introduction 1(2) Using Managing International Schools 3(6) The Nature of International School Leadership 9(20) Sonia Blandford Marian Shaw Introduction 9(1) School Leadership Theory 10(4) Is Leadership of International Schools Different? 14(1) Values and School Culture 15(2) School Management Issues 17(5) Board of Governors 22(2) Relationship Between the Board and the Headteacher 24(2) Conclusions 26(3) Developing the Curriculum in International Schools 29(19) Simon Catling Introduction 29(1) Viewing the Curriculum 29(6) Examining the International Curriculum 35(4) Choosing and Managing the International Schools Curriculum 39(6) Conclusion 45(3) Managing Assessment in the International School 48(15) Robin Mcclelland Introduction 48(1) Quality Control 49(3) Assessment Policy 52(1) Testing in School 53(2) Teacher Assessment in the Classroom 55(5) Issues of Validity and Reliability 60(1) Using Assessment Information to Promote the School 61(1) Summary 61(2) Teaching and Managing English as an Additional or Second Language in International Schools 63(17) Jackie Holderness Introduction 63(3) Managing the EAL Department 66(6) Support for More Advanced Students 72(1) Implications for Examinations 72(4) Summary and Recommendations 76(4) Learning to Change and Changing to Learn 80(14) Dean Fink Introduction 80(1) Chaos and Complexity 81(2) Changing to Learn 83(3) Learning to Change 86(3) Sustaining Change 89(5) Planning: the Art of the Possible 94(11) John Welton School Improvement and Professional Development in International Schools 105(18) Linda Squire Introduction 105(1) Its a Good Investment: the Rationale for Continuing Professional Development (CPD) 105(1) Start At You Mean To Go On: Recruitment and Retention 106(1) A School Professional Development Policy 107(3) Key Skills for School Leaders in Managing CPD 110(1) Elements of Training 111(2) Externally Provided Opportunities 113(1) Achieving Balance 114(1) Evaluating CPD 114(1) Securing Motivation and Commitment 114(1) Staff Development Audit 115(1) SDP Power and the School as a Learning Organisation 115(2) Monitoring and Evaluation of School Improvement Goals and Processes 117(1) Appraisal and Performance Management 118(1) From the Teachers Viewpoint: Personal Professional Development Planning 118(1) Harmonising School and Individual Needs: the Concept of Concentricity 119(2) Summary 121(2) Improving Recruitment and Retention of Quality Overseas Teachers 123(13) John Hardman Introduction 123(1) Challenges for Managers in the Current Practice for Recruiting Teachers 124(2) The Study 126(1) What do Teachers Look for in International Schools? 126(3) Is There an Ideal Length of Contract? 129(2) Effective Induction Practices 131(3) Conclusion 134(2) Middle Management in International Schools 136(17) Sonia Blandford Introduction 136(1) International Schools 137(1) Middle Management Defined 137(1) Why Middle Management? 138(1) What is Management? 139(1) Middle Management in Practice 140(1) Moving Towards Middle Management 141(7) Conclusion - A Framework for Practice 148(3) Summary 151(2) Managing Mixed-culture Teams in International Schools 153(20) Marian Shaw Introduction 153(1) Whole-school Context 153(4) Cases of Misunderstanding in International Schools 157(2) How can Theory Help to Clarify Cross-cultural Misunderstandings? 159(3) Examining the Possible Causes of Misunderstanding in the Scenarios 162(8) Conclusion 170(3) Creating Standards and Raising Performance 173(12) Martin Skelton Introduction 173(1) What Does a `Standard Look Like? 173(1) What Standards are Necessary? 174(1) Are the Standards Appropriate for All Levels of Ability and Experience? 175(1) Are Standards Explicitly Stated? 176(1) Can Standards be Raised? 177(1) Raising Performance 178(5) The Board 183(2) Index 185

Blandford, Sonia; Shaw, Marian