School of Self Transformation

2020-09-14

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Author: Dwight Lee
Publisher:
ISBN:
Category :
Languages : en
Pages : 142

Do you believe there is more within you? Do you think there is more in store for you? Are you feeling stuck? Are you aware, there has been little to no growth at all over the last decade? Personally, you expect more from yourself, but for some strange reason, you keep coming up a little short. You are sick and tired of going through the vicious cycles of failure, over and over again. You get a small taste of success. Then you experience crisis after crisis or challenge after challenge. Financially, you are flat out tired of dwelling in StruggleVille and landing in PoorsVille. Instinctively you know and understand that there has to be more to life than just going to work, eating, showering, sleeping, then waking back up, getting dressed, commuting back to work, going around and around, doing the same thing every day. You are tired of having no FUN. You desire, more time freedom, joy, happiness, peace of mind, recreation, amusement, financial freedom, harmony in your personal and business relationships, and vibrant health. Well, look no further. Dwight Lee is here as the HOW you have been waiting for. To help you navigate from where you currently are to where you truly desire to be. About the Author - Dwight Lee - Speaker - Author - Radio Host - Poet Creative Success Coach - Transformational Thought Leader - Facilitator. Dwight holds a Bachelor's Degree in Organizational Management. Dwight studied Neuro-Linguistic Programming (NLP) from 1996-1998. Dwight has more than 25 years' experience serving in the roles and capacities of General Manager, Operations Manager, and Human Resource Manager. He has had the honour and pleasure of serving 5 out of 6 Fortune 500 Companies. Dwight also brings sales experience to the table. Dwight has 3 years of Business to Business Sales experience, 7 years Consulting experience, and has completed successful workshops for multiple Fortune 500 Companies since the early 2000s. Dwight is a best-selling author and career student, creating personal development content for over 20 years. Dwight is a highly successful, and well sought after keynote speaker, creative success coach, transformational thought leader, and facilitator, whose energy is incredibly infectious and contagious. Dwight has one of the brightest minds of our time. His business manager describes Dwight as, "A once in a generation talent, with a repertoire of special and unique gifts. Hearing Dwight speak live is a revolutionary, amazing, dynamic, and a life-altering experience". Dwight coaches and trains with elegance and simplicity, breaking it down until you turn the information into knowledge and then apply it consistently, turning the knowledge into wisdom.

Generational Identity, Educational Change, and School Leadership

2016-03-22

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Author: Corrie Stone-Johnson
Publisher: Routledge
ISBN: 1317539885
Category : Education
Languages : en
Pages : 108

Generational identity plays a large role in how teachers view educational change and school reform. Teachers of the Boomer generation, an era characterized by optimism and innovation, tend to be more resistant to change than those of Generation X, for whom standardization represents the norm, not a shift. This volume reviews five decades of research on educational change and teachers’ varying responses to it from a generational perspective, providing school leaders with insight on how best to relate to these groups to achieve a common goal. Through ongoing professional development oriented by multigenerational grouping, teachers and school leaders can define success and create a multigenerational understanding of what good teaching and leadership look like.

The Self-Transforming School

2013-07-18

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Author: Brian J. Caldwell
Publisher: Routledge
ISBN: 1135072094
Category : Education
Languages : en
Pages : 255

The Self-Transforming School combines an insightful meta-analysis of factors contributing to the success of schools, and an examination of powerful mega-trends that are shaping developments in education, to offer the first mega-analysis in education policy and practice. The book spans fifty years, beginning with Caldwell and Spinks’ ground-breaking work The Self-Managing School which advocated innovative approaches that are now accepted as preferred practice, before offering a prognosis and plan for the future. The book argues that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. Although schools find some support in local and global networks, externally designed re-structuring, re-staffing, or command-and-control direction isn’t sufficient to achieve transformation. Instead of replicating particular approaches to achieve modest improvement, leadership of the highest quality needs to be deeply embedded in schools and their systems. Caldwell and Spinks propose three important points that need to be taken into consideration: -schools are often at different stages of self-transformation -self-transformation requires a high level of professionalism, and must include teacher education and on-going professional development -funding is critically important, and efforts to build a capacity for self-transformation are constrained by what is available. The book gives particular attention to developments in Australia, Brazil, Canada, England, Finland, Hong Kong, India, New Zealand, Shanghai, Singapore and the United States. It will be of key interest to school leaders, policy makers, and academics and postgraduate students engaged in research on equity, student performance in highly disadvantaged settings and education policy.

Leadership for Change and School Reform

2013-01-11

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Author: Kathryn Riley
Publisher: Routledge
ISBN: 1134586701
Category : Education
Languages : en
Pages : 240

School reform is a top priority for governments today. This timely and challenging book, edited by leading international researchers, Kathryn Riley and Karen Seashore Louis, offers a rich comparative perspective on leadership for change and school reform. Contributors form North America, Europe and Australia demonstrate how school leadership is influenced by global pressures, differing national and state contexts and local concerns. They illustrate the limitations of reform initiatives which focus on school leaders tot he exclusion of the many other organisations which affect school, such as national and local governments, professional associations and school communities. This book raises some important questions such as: *How can school leaders create intelligent, thinking schools? *How can leadership and learning be linked together? *What are the characteristics of effective local education authorities and school districts? *What is the role of teacher organisations in educational reform and change? *What happens if businesses, teachers, parents and local communities have different views of what makes a good school? The text illustrates the ways in which leadership is rooted in learning, and identifies new directions for school leadership. It challenges conventional notions of leadership, offering an expanded view, which sees leadership just as an individual role-based function, but as a network of relationships among people, structures and cultures. This lively and provocative book should be read by all those interested in education reform.

School Improvement

2002

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Author: Alma Harris
Publisher: Psychology Press
ISBN: 9780415249201
Category : Education
Languages : en
Pages : 156

This concise, accessible book provides an overview for the busy teacher about the connections between school improvement and improving what goes on in the classroom. The book illustrates how classroom improvement occurs.

Encountering the Self

1989

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Author: Hermann Koepke
Publisher: SteinerBooks
ISBN: 9780880102797
Category : Education
Languages : en
Pages : 140

Provides a lucid explanation of the events happening in the life of a child between the ninth and tenth years. This is the time when the child's ego incarnates more deeply. As a result, children at that age often experience themselves for the first time as separate individuals, different from their parents and peers, and essentially alone. As Koepke points out, this inner experience is often accompanied by a first encounter with death in the child's environment, a first inkling that life is fragile and does not go on forever.

Continuous School Improvement

2009-12-10

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Author: Mark A. Smylie
Publisher: Corwin Press
ISBN: 1412936896
Category : Education
Languages : en
Pages : 193

This volume from the Leadership for Learning series outlines best practices for sustaining improvement and demonstrates how to set goals, develop trust, and build a culture of responsibility.

The Practice and Theory of School Improvement

2008-05-13

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Author: David Hopkins
Publisher: Springer Science & Business Media
ISBN: 1402044526
Category : Education
Languages : en
Pages : 316

ANDY HARGREAVES Department of Teacher Education, Curriculum and Instruction Lynch School of Education, Boston College, MA, U.S.A. ANN LIEBERMAN Carnegie Foundation for the Advancement of Teaching, Stanford, CA, U.S.A. MICHAEL FULLAN Ontario Institute for Studies in Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Skills, London, U.K. This set of four volumes on Educational Change brings together evidence and insights on educational change issues from leading writers and researchers in the field from across the world. Many of these writers, whose chapters have been specially written for these books, have been investigating, helping initiate and implementing educational change, for most or all of their lengthy careers. Others are working on the cutting edge of theory and practice in educational change, taking the field in new or even more challenging directions. And some are more skeptical about the literature of educational change and the assumptions on which it rests. They help us to approach projects of understanding or initiating educational change more deeply, reflectively and realistically. Educational change and reform have rarely had so much prominence within public policy, in so many different places. Educational change is ubiquitous. It figures large in Presidential and Prime Ministerial speeches. It is at or near the top of many National policy agendas. Everywhere, educational change is not only a policy priority but also major public news. Yet action to bring about educational change usually exceeds people's understanding of how to do so effectively.

School Improvement after Inspection?

1998-10-28

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Author: Peter Earley
Publisher: SAGE
ISBN: 1849206759
Category : Education
Languages : en
Pages : 193

`The language of the book is accessible to those who are not involved in education. The 14 chapters describe and evaluate the impact of OfSTED inspection, presenting the cases for external and self-assessment′ - Mentoring & Training School inspection under OfSTED continues to generate discussion and controversy.This book contributes to the wider debate about the role and function of OfSTED inspection, particularly as it relates to school improvement and raising standards. What do we know about the impact OfSTED is having on schools, particularly in terms of their development? Is inspection leading to school improvement? What is the impact of inspection on the average school? This book focuses on the impact of OfSTED inspection, and what happens to schools after their inspection. Does inspection help raise standards? What are the consequences of inspection for successful schools?

School Effectiveness and Improvement Research, Policy and Practice

2012-03-12

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Author: Christopher Chapman
Publisher: Routledge
ISBN: 1136487468
Category : Education
Languages : en
Pages : 327

This book provides a contemporary overview of school effectiveness and improvement. It charts the development theory and research in this area and looks at the contribution made to policy and practice. It also challenges some assumptions that have become ingrained into the theoretical and methodological traditions of the field. By challenging these orthodoxies, it provides a framework that sets a new agenda and repositions the field to meet the emerging challenges of the twenty-first century. It argues that traditional measures of school effectiveness are challenged as systems have attempted to adapt to a complex range of emerging agendas. New theoretical perspectives are required which consider 'education' and a 'broader set of outcomes'. This shift requires a rethink of how effectiveness and improvement have been understood by the field, and a reconstruction by policy makers and practitioners. Attention must be given to promoting equity as well as effectiveness so that one school or student's gain no longer means another's loss. The field must develop new methodologies if inequities are to be challenged and a broader set of outcome measures are to be developed. The two questions guiding this book are: How can educational effectiveness and improvement research and practice support the development of a more equitable education service? What are the key indicators of educational effectiveness and improvement and what are the new methodologies required to facilitate a shift from 'school' effectiveness and improvement to 'educational' effectiveness and improvement? This book uses lenses of research, policy and practice to explore these key questions and articulate what such a repositioning may look like and how it may be achieved. It will prove invaluable for teachers, school leaders and anyone involved in policy and educational research.