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This book presents a series of cultural situations that could occur within the first onehundred days of a school year: responding to entrenched vocabularies and behaviors, addressing professional and instructional bad habits, enacting alternative teaching scripts, leveraging a policy blindside, redefining the goals and practices of teams, and implementing outsidethebox programs. Each cultural situation offers a new school leader the opportunity to redefine the goals, values, and practices of an entrenched school culture—the Central High way. Administrators reading the title of this book may view one hundred days as an arbitrary number picked out of administrative thin air. I argue that disrupting and replacing organizational and instructional routines is a race against time. Every school day that goes by without some sign of creative destruction is one more day that comfortable organizational and instructional routines live on in main offices and classrooms. The idea for this book originated from a question I asked a former student of mine who had just signed a contract to become the principal of a high school. We were discussing the complexities of changing a school culture when I asked the following question: “What would you do on the first day in your new office to change your school’s culture?” The response to that question described a series managerial routines that all new administrators have learned to perform as they move from the classroom to the main office: organize the office, meet staff, tour the building, write a newsletter, examine data, and visit community venues. Nothing in this conversation described strategies for redefining the beliefs and values of an entrenched school culture. With this conversation in mind, I made it a point in my formal and informal contacts with school administrators to always ask the question: “What would you do in the first day in your new office to change your school’s culture?” The most common responses involved reviewing district documents, touring facilities, meeting staff, listening to stakeholders and managing systems. In each conversation, school leaders populated their responses with the current jargon of school reform: learning communities, data mining, standardsbased curriculum, differentiated learning, common core standards, formative assessment, race to the top, continuous improvement, etc. While these responses encompass reasonable behaviors on the first day in the main office, not one of these actions possesses the capacity to connect educational values expressed in school mission statements—why are we here—to daily organizational and instructional routines. Each activity gives the appearance of leading, but produces no connections between beliefs, values, and practices. Although none of these responses would make or break a school culture, they do represent a pattern of thinking and behaving that holds out little possibility of fundamentally changing a school’s culture.
Leading Learning and Teaching in Higher Education brings together contemporary ideas on leadership, engagement and student learning into a practical solutions-based resource designed for those undertaking the challenge of leading a university-level teaching module, programme or suite of programmes, particularly through periods of transformation or change. It encourages both first time academic leaders and those who have held teaching leadership roles for some time to review and formalise their development in a systematic, simple way and acts as a framework for navigating the opportunities and challenges involved in inspiring shared purpose, strong commitment and innovation in higher education teaching. With a clear focus on the energy of leadership rather than the practice of management, and with a strong emphasis on collaborative engagement running throughout, this books offers: Insightful guidance which is not bound to subject-specific requirements, making it relevant across the spectrum of course offerings at any one institution. An enabling, people-focussed foundation for leadership. Tools and frameworks which can be readily applied or adapted for the reader. A focus on core elements of teaching leadership, such as design, delivery, assessment and building a programme team. A flexible and pragmatic approach to leadership which avoids a definitive approach, instead encouraging a dynamic method of engaging leadership. Values that assert that leadership and learning go hand-in-hand. A wide-ranging discussion of leadership theories, ideas and values related to the university context. This book puts forward a multifaceted model of programme leadership and links this to a scaffolding of key attributes, skills and qualities that fit the environment of leading learning and teaching in the university. Particularly interested readers will be those beginning to lead teaching in a university setting as well as those who have been leading programme teams and the wider provision of teaching for some time wanting to enhance their skills and perspective.
The faculty at the University of Houston's program in Futures Studies share their comprehensive, integrated approach to preparing foresight professionals and assisting others doing foresight projects. Provides an essential guide to developing classes on the future or even establishing whole degree programs.
Events on Wall Street and Main Street reveal that some business leaders make dramatically unethical selfserving decisions that ignore the public interest. How can business schools educate future business leaders to make ethical decisions? Unfortunately, most business schools fail in teaching ethical decisionmaking. They erroneously assume that such decisionmaking is primarily conscious and reasonbased, reflecting the western cultural orientation toward science and logic. In this book, Thomas Culham cites neurological findings showing that unconscious processes and emotions play a much more significant role than reason in making ethical decisions. Culham urges business schools to teach a modified form of emotional intelligence, linked with researchsupported contemplative practices from the great meditative traditions. This book details the author's ethics curriculum and explains its successful application at the Sauder School of Business at the University of British Columbia. This fascinating, interdisciplinary, and highly practical curriculum integrates philosophy (virtue ethics), Daoist thinking, psychology, and neuroscience. This curriculum intends to transform the way business schools teach decision making. Such an effort might just transform the way we do business.
Some years ago, I noticed that certain verses and even brief phrases seemed to stand out from Bible passages I read during my daily devotions. I found myself thinking about, meditating on, ruminating the words throughout the day. It amused me to picture myself chewing my cud. I shouldnt have been surprised. The Bible does say we are his people, the sheep of his pasture (Psalm 100:3 b, NIV), and sheep chew a cud. Other pictures came to mind: a baseball player as he chewed a wad of bubble gum; an old codger with a chaw of tobacco tucked into one cheek. The more delicate expression would be in reference to Mary, the mother of Jesus. Of her the Scriptures record: But Mary treasured up all these things and pondered them in her heart (Luke 2:19, NIV). The meaning is the same. You thrill to Gods Word, you chew on Scripture day and night (Psalm 1:23, The Message). So was born my daily wad. I wrote the phrases on cards, thought about the words throughout the day, and shared them with others as opportunity presented itself. I was blessed, others were blessed. My prayer is that you will be blessed as you read, ruminate, and are refreshed by The Daily Wad.
This book, The Langley Boy To Be Better Than The Best! Part 3 of the Langley Boy Trilogy, is the story of the author’s ultimate success in fulfilling his long-held ambition to become a chief officer in local government, responsible for engineering, architecture, land management, and direct labour organisations. It details the David and Goliath struggle between local authorities and central government to prevent the privatisation of essential services such as refuse collection and cleansing and the maintenance of highways, sewers, vehicles, parks, and open spaces. It outlines the author’s leadership and management skills, his philosophy that failure is inconceivable, and his successful reorganisation of the councils’ workforces at Swansea and Rushcliffe to protect employees’ jobs, pensions, and conditions of service. The book contains family anecdotes of moving homes, creating new gardens, a wedding, the joys of grandchildren, the sadness of parents’ deaths, taking children to theme parks and pantomimes, and the fun of dressing up as hippies, punk rockers, and clowns at family parties. There is a fund of stories involving the author and his wife Hilary, hiring a narrow boat with friends to cruise the Cheshire Ring, buying a caravan to tour parts of the UK, travelling to Germany to sample its wines, and suffering from chateaux fatigue in the Loire Valley. It covers a trip to Spain to solve the first recorded incident of bearnapping, events in Langley, and creating T-shirts and specialty cakes for family special occasions. As a former member and president of the Rotary Club of West Bridgford, the author organised a series of charitable fashion shows, duck races, Christmas collections, and other events to help the less fortunate in the UK and overseas. In retirement, he became chairman of governors at West Bridgford Infant School, during which time the school was designated as outstanding by Ofsted.

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