Context, Children & Statistics:
Leading Sustainable School Transformation 

Context, Children & Statistics:
Leading Sustainable School Transformation 

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CONTEXT, CHILDREN AND STATISTICS: Leading Sustainable School Transformation 

This ‘go to’ Handbook for School Leaders entitled ‘Context, Children & Statistics: Leading Sustainable School Transformation’ challenges existing approaches to school improvement and school effectiveness. It provides a comprehensive practical guide to support all aspects of the school improvement process. The Handbook is organised into 5 sections and consists of 21 chapters as shown in the picture below.

Part I of the Handbook focuses on why we need to do things differently. It’s interrogates the findings from school effectiveness and school improvement research and considers in detail the convergent themes and common limitations, together with the issues that emanate from the current school accountability framework.

Part II proposes practical solutions in response to the common limitations identified in the school improvement and school effectiveness paradigms in part one, including models and frameworks that contribute to securing sustainable school transformation.

Part three of the handbook describes in detail four tried-and-tested strategies, with accompanying tools, that are essential in supporting schools to construct a forensic understanding of their context; most importantly its strengths and weaknesses.

Part IV describes four extensive strategies, each accompanied by electronic tools, that support school leaders to plan, implement and sustain school transformation using the conceptual multi-level school improvement model proposed in part two. 

The final section of the handbook explains how to construct a meaningful story of a school that remains current at all times and is central to driving the school transformation process. The approach describe draws heavily on recent developments in data storytelling. The handbook concludes with a chapter that sets out recommendations for sustaining high-impact ethical leadership.

Dr Philip Cross