| Description |
1 online resource (177 p.) |
| Contents |
Intro -- Half Title -- Endorsements -- Title Page -- Copyright Page -- Contents -- Foreword -- Acknowledgements -- About the Authors -- Introduction -- Lyndsay -- Jade -- Kaley -- Notes -- 1. Ethical leadership and managing change -- Justice -- Respecting others -- Honesty -- Humane -- Teambuilding -- Values awareness and value-driven decision making -- Encourage initiative -- Leadership by example -- No tolerance of ethical violations -- Managing change and ethical leadership -- Notes -- Bibliography -- 2. Quality assurance: balancing accountability and humanity -- Really, truly, give a damn |
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Setting out your stall -- Keep your own door open -- The bigger picture -- Be radically candid -- Graded lesson observations -- Subjectivity -- Effective learning walks -- Lesson planning expectations -- Performance management targets -- The problem with numerical performance management targets -- Marking policies -- How to conduct book looks/reviews effectively -- Notes -- Bibliography -- 3. Difficult conversations (how to have them, and not cry) -- Working as a team -- The psychology of difficult conversations -- How to have a difficult conversation -- Notes -- Bibliography |
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4. Curriculum development: the theory -- What knowledge-rich means to you as a curriculum leader -- What is core knowledge? -- What is meant by hinterland? -- Substantive and disciplinary knowledge -- What is procedural knowledge? -- What are threshold concepts? -- Hierarchical and horizontal knowledge -- Ultimate and proximal functions of knowledge -- How should the curriculum be sequenced? -- What is a mastery approach? Do we want to use it, and why? -- What is the 'curriculum as progression model'? -- Conclusions on knowledge-rich -- Notes -- Bibliography |
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5. Curriculum development: the practicalities -- What do the conditions need to be for curriculum development to be successful? -- How to audit your current curriculum provision -- Working as a team -- Costings -- Curriculum documentation -- Long-term plans and medium-term plans -- Knowledge intent -- Trackers -- When you are ready to begin, where to actually start? -- What is your vision? -- How do we go about designing a curriculum as a progression model? -- What core knowledge do we want to teach, and why? -- What substantive knowledge will we focus on? |
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What hinterland are we going to explore? -- What are the key threshold concepts and disciplinary knowledge we need students to master? -- What procedural knowledge will we include? -- How will the learning be sequenced? -- What about cross-curricular links? -- How is it going to be assessed? -- Evaluating the curriculum -- Conclusion -- Notes -- Bibliography -- 6. Teaching and learning -- Cognitive psychology -- Practical application -- Retrieval -- Spacing and interleaving -- Threshold concepts -- Practicalities of teaching and learning -- Extraneous load -- Participation ratio -- Thinking ratio |
| Notes |
Description based upon print version of record |
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Maximising time |
| Subject |
Educational leadership.
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Middle managers.
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School management and organization.
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Educational leadership
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Middle managers
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School management and organization
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| Form |
Electronic book
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| Author |
Hickin, Jade
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Macis-Riley, Kaley
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| ISBN |
9781000574920 |
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100057492X |
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