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Section 1: Beare, Caldwell & Millikan.

Posted by arlekeno on August 21, 2009

(1990)  Creating an excellent school: Some management techniques.


The Movement to create excellant schools.

Interesting chapter. Good overview of the history. I was suprised to see that people thought schools made little difference, if that was the case why even bother?

I Found on page three the fact that only 6% of cases did a childs view of schooling differ from their parents PRETTY OBVIOUS as it is something that we have to deal with all the time. It is hard when there are many good labouring jobs and the parents and grandparents did not need school. (pg 3)

Was curious to see staying in school called SURVIVAL PATTERNS, i think this is funny since I thought our job was to prepaire people for work, and if they get a job this model deems them not to have survived.

The rutter study (pg8)  interests me as they did not look just at test scores, but at truancy, delinquency etc.

And teh characteristics seem pretty obvious to me.

Lessons are Work oriented ( more focus on subejct than behaviour)  I think my school does this a bit.

Teachers work and planned together strongly co-ordinated by heaeds. Does not happen anywhere near enough.

Formal reward systems public and in place.  WE do this.

Studetns expected to take responsibility for day to day matters. THIS DOES NOT HAPPEN AND SHOULD!!@

Homework set and followed up. Schools emphasise academic performance and expect kids to work hard… Maybe.

The Good school has a good atmosphere and ethos… Not Enough.

From about pg 13. I can see some of the reasons why the Ast Govt wants a national curriculum, To set a same high standard ( ignoring the shortfalls of the programme though see, pg 15).

Educational administration theory since 1975

Pg 29. Is educational amdin too big to be encompassed by one view?

Chapter 5 Leadership

pg104: I like the idea of different levels of tasks being given to different levels of maturity. the generalisations of leadership from pg 106 on are also good.

p122. Visions must be clear, well communicated, and have a way to make it happen.


Chapter 6: A model for managing an excellent school.

 Pg 127, The factors listed on page 127, leading to succesful implementation are interesint. I am not sure all of them are entirely within school controls.

I wonder how a lot of the questions about autonomy relate to the current trends of the Federal/state govts. Wanting to make a centrally controlled curriculum, locally controlled staffing, centrally controlled maintenence etc.

The rest of the chapter has a lot of what would appear pretty obvious stuff, but also a lot of theory that is quite frankly getting a bit overwhelming. I think most of it is commmon sense, but if that was the case there would be noo need to study it this much.

I look at the work on committees etc ( around 141/2) and think at committees in my school, Some do wonderful things, others should not exist IMHO and others have been hijacked by one faculty for their own benefit.  This is where we need a stronger, or at least more aware leader. There must be lots of review ( pg148) of EVERYTHING!

This reading has A LOT to read about, there is A LOT too it. some can be related back to Teamwork ( for Ass1)






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