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Research indicates change is complex and difficult, and requires considerable time to achieve, sometimes years or even decades. This book presents major findings from a research study exploring the leadership needed to enact rapid change - defined as three years or less - in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders. We challenge many of the assumptions in current scholarly literature about how fast, complex change can or should be wrought within educational environments; indeed, our premise is that rapid, complex change is not only possible but may be highly desirable and successful given the right leadership approach.We present a pragmatic "rapid change" model emerging from in-depth explorations of successful leadership approaches that accelerated the change agenda in these schools. We outline the theoretical underpinnings to the model and overtly articulate the pragmatic approaches leaders found to be effective in implementing fast-paced change. We also present case studies of successful change in schools with descriptions and advice elicited from leaders and stakeholders.

Educational change. --- Leadership. --- Educational acceleration. --- Accelerated learning --- Acceleration in education --- Accelerative learning --- Intensive programs in education --- Ability --- Ability grouping in education --- Gifted children --- School management and organization --- Command of troops --- Followership --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Education --- Education. --- Educational leadership. --- Administration --- General. --- College leadership --- Education leadership --- School leadership --- Leadership

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This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted. Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers’ beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts. In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.

Education. --- School management and organization. --- School administration. --- Assessment. --- Assessment, Testing and Evaluation. --- Administration, Organization and Leadership. --- Learning & Instruction. --- Leadership. --- Leadership --- Study and teaching. --- Ability --- Command of troops --- Followership --- Educational tests and measuremen. --- Learning. --- Instruction. --- Learning process --- Comprehension --- Education --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Inspection --- Management and organization

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• Reference Manager
• EndNote
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This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted. Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers’ beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts. In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.

Didactic evaluation --- School management --- Didactics --- Teaching --- Educational sciences --- Organization theory --- organisatiemanagement --- assessments (onderwijs) --- didactiek --- evaluatie (onderwijs) --- onderwijs --- leidinggeven --- opvoeding --- administratie