Effective Leadership for School Improvement In a complex and multi-layered world, the conventional idea of great leadership being the result of the efforts of a single individual is rapidly becoming redundant. This book takes up the challenge of finding an alternative method of leadership in educational contexts, and looks at how this can help achieve sustained improvement in schools. The authors acknowledge that there are no simple solutions to school improvement. They argue that the effective leaders of the future will be those who are able to share responsibility, build positive relationships and offer stakeholders - teachers, parents and students - an opportunity to work together to improve their schools. The book is based around four key areas of concern: the changing context of leadership, leadership and school improvement, building leadership capacity, and future direction and implications. In each section, the authors discuss current theories and issues, and put forward alternative ideas and perspectives. This important book will make valuable reading for headteachers, principles, deputies and other senior teachers, particularly those undertaking leadership qualifications and training. It will also be of interest to postgraduate students and school governors.
	Published by RoutledgeFarmer, 2002

	Learning to Change The success of school reform measures greatly depends on the support and commitment of teachers. This book examines the realities of educational change from the frontline perspective of reform-minded teachers. It charts the perceptions and experiences of twenty-nine teachers in grades 7 and 8 from four school districts--showing how they grappled with such initiatives as integrated curriculum, common learning standards, and alternative modes of assessment. This book moves beyond the bandwagons of rhetorical change and examines how these changes work in practice for better and for worse. Authors Andy Hargreaves and Lorna Earl focus on how reform proposals have brought new complexities to teaching practice and why major investments of time and support are required if teaching innovations are to become lasting and effective. Most importantly, they highlight the intense emotional demands that school change imposes on teachers, and they outline practical strategies for helping teachers through the difficult transition process--thus ensuring that worthwhile reforms flourish and endure.
	Published by Jossey-Bass, 2000 Electonically Distributed by Diesel eBooks

	The Sharp Edge of Educational Change The Sharp Edge of Educational Change conveys the realities of reform as they affect educators' practice. The collected chapters each focus on particular current reform and reveals the technical and logistical complications, social and political dynamics, cognitive disjunctures and limitations and emotional demands of reform. In so doing, they provide new and rich conceptual perspectives on the contemporary nature of teachers' and administrators' work in classrooms, schools and other educational settings.
	Published by Falmer Press, 2000

	Beyond Educational Reform For many years, education reform has been imposed on teachers in many parts of the world. Overload, burnout, demoralization, poor implementation and a rush for early retirement has been the result. This text discusses the need for positive educational change, with teachers in the vanguard of it, rather than making them its marginalized victims. The authors interpretation of positive educational change means strong emphases on professional development, ensuring that every school and department becomes a strong professional community; valuing, not vilifying educational research; putting teachers in charge of standards and change; giving schools more flexibility over curriculum and assessment, not less; and regarding our educational past as something to be built upon, not castigated and forgotten. The writers identify new doctrines for implentation in England, Australia, North America and Japan. Open University Press - Limited Availability
	Published by Open University Press, 1998

	What's Worth Fighting for Out There? This final book in the invaluable Whatís Worth Fighting For? trilogy concludes that the relationship between those in the school and those outside it must be fundamentally reframed. In a world of growing complexity and rapid change, if educators are going to bring about significant improvements in teaching and learning within schools, they must forge strong, open, and interactive connections with communities beyond them. To do this, the authors urge teachers and principals to go "wider" by developing new relationships with parents, employers, universities, technology, and the broader profession. At the same time, educators must also go "deeper" into the heart of their own practice by rediscovering the passion and moral purpose that make teaching and learning exciting and effective. As in the other two books in this series, the authors provide guidelines for teachers and principals to help them expand and improve their thinking and practice, and to show policy makers and communities what they can do and why they should do it for the sake of the future of children and society.
	Published by Teachers College Press, 1998

	Racing with the Clock Time has long been recognized as a serious obstacle to successful school reform. In Racing with the Clock, ten teachers write about time-related frustrations growing out of school reform efforts and how the problems were (or were not) resolved. The descriptions are rich with specific examples of what it is like to actually experience school reform and how it impacts on a teacherís already full day. The cases are preceded by contextual descriptions, and a chapter by the editors on time-related issues raised by the cases. Each case study also includes one or more commentaries prepared by representatives (e.g., principals, department chairpersons, other teachers) from schools and districts discussed. They present new or different perspectives on the issues, and identify new questions and topics for discussion within the cases. The book concludes with an insightful essay by Andy Hargreaves, who worked with the teachers in constructing their cases. The experiences and observations offered in Racing with the Clock will provoke discussion in teacher education classes and wherever experienced teachers come together to replenish their professional commitment and enthusiasm.
	Published by Teachers College Press, 1997

	Rethinking Educational Change with Heart and Mind Why does successful, enduring change beyond a few isolated schools continue to elude us? The fundamental problem, says Editor Andy Hargreaves, is that educational change is more complex and controverial than the change literature has recognized. In this book, Hargreaves and the other contributors move the dialogue about change beyond the technical aspects to three essential areas of teaching, learning, and leadership that have received only limited attention: the passion, purpose, and politics of change. Each chapter looks realistically but also optimistically at many of the complexities of change. Together, they extend the educational change agenda, confront some of the most difficult obstacles, and offer hope and practical guidance for bringing about positive educational change that benefits all students.
	Published by the ASCD, 1997

	Schooling for Change Schooling for Change is based on extensive international research which looks at how schools in general and secondary schools in particular, have been selling our young people short. Drawing on this rich grounding of research but written in an accessible and provocative way, this book explores the possibilities for better schooling for early adolescents. It is thoughtful and thought provoking in its critique of existing school practice and is ground breaking in its review of alternative schooling practices for early adolescents. All educators who have struggled with trying to create better schooling for the future of our youth and for the youth of our future will find invaluable insights and encouragement in this important book.
	Published by Falmer Press, 1996 Available as a Taylor & Francis Ebook

	Teachers' Professional Lives Teacher's professional lives - aspirations and actualities, Andy Hargreaves and Ivor Goodson; teacher's work, restructuring and postfordism - constructing the new "professionalism", Susan L. Robertson; teacher professionalism and curriculum control, Gill Helsby and Gary McCulloch; are professional teachers a good thing?, Thomas Englund; historical notes on the barriers to the professionalization of American teachers - the influence of markets and patriarchy, Andrew Gitlin and David F. Labaree; using drawings to interrogate professional identity and the popular culture of teaching, Sandra Weber and Claudia Mitchell; teacher professionalism in local school contexts, Joan E. Talbert and Milbrey W. McLaughlin; student teacher's lay theories - implications for professional development, Ciaran Sugrue; women as teachers - teachers as women, Miriam Ben-Peretz; knowledge, teacher development and change, Marvin F. Wideen et al; development and disenchantment in the professional lives of headteachers, Christopher Day and Aysen Bakioglu.
	Published by Falmer Press, 1996 Available as a Taylor & Francis Ebook

	What's Worth Fighting for in Your School In addition to its outstanding analysis of "total teachers" and school culture, this book provides insightful action guidelines for teachers and for principals that will help school educators take responsibility for reform. In an effort to develop new mind sets, knowledge-bases, and day-to-day dispositions and actions that should characterize the education profession of the future, this book talks about how teachers can work together for positive change, how they can collaborate with others outside the classroom to improve what goes on within it, and how principals and other leaders can support their teachers to make this happen.
	Published by Teachers College Press, 1996

	Changing Teachers, Changing Times "The rules of the world are changing. It is time for the rules of teaching and teachers' work to change with them." This is the cahllenge which Andy Hargreaves sets out in this new book on teachers' work and culture in the postmodern world. Drawing on his current research with teachers at all levels, Hargreaves shows through their own words what teaching is really like, how it is already changing, and why. He argues that the structures and cultures of teaching need to change even more if teachers are not to be trapped by guilt, pressed by time and overburdened by decisions imposed upon them. Provocative yet practical, this book is written for teachers and those who work with teachers, and for reasearchers who want to understand teaching better in the postmodern age.
	Published by Teachers College Press, 1994