D039 - Successful School Management: A comprehensive analysis of solid leadership strategies

Sessions	Dates	Start	Finish
1	20 Aug 2008	01:00 PM	01:00 PM
2	27 Aug 2008	01:00 PM	01:00 PM
3	03 Sep 2008	01:00 PM	01:00 PM
4	10 Sep 2008	01:00 PM	01:00 PM
5	17 Sep 2008	01:00 PM	01:00 PM

Managers, prospective managers and teachers interested in acquiring and developing useful managerial skills of immediate application in the processes of managing schools effectively.

The aim of the course is to investigate the multiple and varied aspects involved in the successful management of schools and to develop useful tools and instruments that can be easily and immediately applied in the process.

Module 1: The manager as a school leader. Leading with vision. School culture and needs: key issues. Leadership in the school organization.

Module 2: The successful school leader: effects on student learning, curriculum and staff. Successful leadership practices: setting directions, developing people, developing the organization. Responding productively to challenges and opportunities.

Module 3: Recruitment. Induction. New leadership models. Formative leadership: definition and principles. The principal as a leading learning officer. Mistakes educational leaders make. Leading a group of teachers ("leading a group of leaders"). Asking the right questions. Analyzing answers.

Module 4: Advising and supporting teachers. Developing a staff development policy. Designing an evaluative development scheme. Observing teachers, giving productive feedback. Setting up an appraisal system.

Module 5: Strategies used by leaders: hierarchical, transformational and facilitative strategies. Choosing the right strategy. Leaders helping groups to construct new learning. Leading, not following.

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Emerson, C. & Goddard, I. (1993) Managing Staff in Schools. Heinemann.
Everard, K. B. & Morris, G. (1996) Effective School Management. P. C. P.
Fidler, B. (1989) Staff appraisal – theory, concepts and experience in other organizations and problems of adaptation to education. In Richies, C. & Morgan, C (eds). Human Resource Management in Education. Open University Press.
Freeman, D. & Richards, J. (eds) (1996) Teacher Learning in Language Teaching. Cambridge University Press.
Lange. D. (1990) A blueprint for a teacher development program. In Richards and Nunan (eds.) (1990) Second Language Teacher Education. Cambridge University Press.
Nunan, D. & Lamb, C. (1996) The Self-directed Teacher. Cambridge University Press.
Richards, J. & Lockhart, C. (1994) Reflective Teaching in Second Language Classrooms. Cambridge University Press.
Richards and Nunan (eds.) (1990) Second Language Teacher Education. Cambridge University Press.
Richards, J. (ed.) (1998) Beyond Training. Cambridge University Press.
Roberts, J. (1998) Language Teacher Education. Arnold.
Schön, D. (1987) Educating the Reflective Practitioner. Jossey-Bass Publishers.
Skehan, P. (1998) A Cognitive Approach to Language Learning. Oxford University Press.
Wallace, M. J. (1991) Training Foreign Language Teachers. Cambridge University Press.
Wallace, M. J. (1996) Structured Reflection: The role of the professional project in training ESL teachers. In Freeman, D. & Richards, J. (eds) 1996. Teacher Learning in Language Teaching. Cambridge University Press.
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Wallace, M. J. (2000) The case for case studies. In IATEFL Research & Teacher Development SIG. vol special joint issue. Pp. 12-18
White, R., Martin, M., Stimson, M. & Hodge, R. (1991) Management in English Language Teaching. C. U. P.
Widdowson, H.G. (1990) Aspects of Language Teaching. Oxford University Press.

All modules include the development and explanation of a theoretical perspective followed by reflective, exploratoty and action research tasks. Some of the tasks require hand-ins.