Offers an evaluation model for school leaders based on research from authorities such as John Hattie and Viviane Robinson, alongside various tools including performance rubrics, sample self-assessments and final evaluation forms.

Featuring concrete ideas and action steps, this book accentuates the need for innovative and thoughtful educational leadership based in self-examination, trust, and equity.

Drawing from the challenges the author has seen in supervising dissertation students, the book breaks down the dissertation chapter into smaller pieces, providing specific and detailed advice on how to frame the chapter, identify a research setting, work with data sources, develop data collection instruments, articulate a data analysis procedure, and adopt a reflexive stance on research roles.

This book is a call to action for teachers and principals around the world to recommit to becoming the most passionate educators and leaders we know our children deserve. The authors offer a blueprint for success by providing numerous practical ideas, how-to's, and suggestions from successful, passionate practitioners.

The thought-provoking daily reflections in this guided journal are designed to strengthen the social and emotional skills of leaders and create a string social-emotional environment for leaders themselves, teachers and students.

From case studies to actionable steps, this book provides direction on how schools can reimagine learning environments to foster innovative thinking when the Age of Complexity is always at the forefront.

Using empirical research this text gives faculty and graduate teaching assistants the tools for understanding why certain teaching practices work and how to adjust their teaching to changing classroom room and online environments.

As the rapid take up of tablets gathers pace in UK schools there is a need for advice on the best approaches, apps and strategies to help teachers achieve successful learning outcomes. This book provides it.

This book provides guidance on how every early years practitioner can use their knowledge, skills, personality and experience to positively influence and lead practice, and in doing so improve opportunities for children and their families.