By Shelleyann Scott, Donald E. Scott, Charles F. Webber

This booklet offers key insights into how academic leaders can effectively navigate the turbulence of political debate surrounding top pupil evaluate and professionalised perform. Given the hugely politicised nature of overview, it addresses leaders and aspiring leaders who're open to being challenged, prepared to discover controversy, and in a position to undertaking educated serious discourse.

The ebook provides the macro techniques that those audiences should have to lead optimum evaluate coverage and perform. jointly, the chapters spotlight vital review reasons and versions, together with meant and uncomfortable side effects of overview in a globalised context.

The ebook presents possibilities to discover cultural similarities and particularities. It invitations readers to problem taken-for-granted assumptions approximately ourselves and co-workers in different settings. The chapters spotlight the cultural clashes which could happen while cross-cultural borrowing of evaluation techniques, regulations, and instruments occurs. although, authors additionally inspire subtle severe analyses of power classes which may be drawn from different contexts and systems.

Readers will stumble upon demanding situations from authors to deconstruct their review values, ideals, and preconceptions. certainly, one function of the booklet is to destabilise certainties approximately review that succeed and to include the evaluation chances which can emerge from cognitive dissonance.

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F. Webber and S. Scott hasn’t left anyone alone. I was working hard to be a good teacher, and I was, but I didn’t know why things were working or why things could be better. The principal linked professionalism to teacher professional growth plans and accountability. Administrators put out a lot of energy that is sucked up by the mediocre teacher. As [our principal said], put your energy into the superstar. Check with your superstar and see if the idea is a good one. If you can’t get the superstar to do something then how can you get others to participate?

If you can’t get the superstar to do something then how can you get others to participate? You can’t argue with student learning [as a rationale for teacher professional growth]. If someone wants to argue with that then that’s an admin job. There were a few templates for individual professional growth plans floating around. He [the principal] designed a very deliberate template. Previously, people would hand in a paragraph on a napkin and call that a professional growth plan. Now we complete a set form and meet three times a year with the principal.

7). Therefore, national tests have assumed considerable importance to parents, leaders, education and system leaders who are charged with the responsibility for their system performance. Governments must respond to their society’s perceptions of educational quality; for example, Ross et al. (2011) stated that even though China is emerging as a strong international player, “the Chinese public has expressed consistent dissatisfaction with educational quality” (p. 24). Similarly, Matsuoka (2013) indicated that testing masked underlying societal issues within Japan explaining that their education system reinforced status differences where only the wealthy could afford to provide additional tutoring to ensure the success of their children leading “to the unequal distribution of learning opportunities” (p.

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