What Makes a Good School Now?

There is universal interest in the 'good school'. Parents want to find one, teachers seek to teach in one and children deserve to attend one. This book makes the assumption that success is possible in every school. The authors have selected material from the original book, What Makes A Good School?, adding many new ideas from their extensive work on school improvement over the last 15 years, set in the context of the many changes and new agendas that are a feature of schools today.

Table of Contents:
Introduction \ Chapter 1 Leading for Success \ Chapter 2 Organizing and delivering Success \ Reality check 1: Running a school is a messy business \ Chapter 3 Teaching and Learning \ Chapter 4 Continuous Professional Development \ Chapter 5 Behaviour, buildings and the created environment \ Chapter 6 Partenerships and stakeholders \ Chapter 7 Reviewing for success \ Reality check 2: Present preoccupations and future possibilities \ Selected reading

About the Author :
Tim Brighouse has spent his entire career working in education. He has served as London Schools Commissioner, working to improve education in the city, and has held the positions of Professor of Education at Keele University, as well as Chief Education Officer in both Oxfordshire and Birmingham Local Authorities. David Woods, CBE, was formerly the Principle National Challenge Adviser for England and Chief Adviser for London Schools. He has written and spoken extensively on school improvement and is Visiting Professor of Education at Warwick and at IOE, UCL's Faculty of Education and Society, University College London, UK.

Review :
"What Makes a Good School? was a highly regarded book... This book is the follow-up bringing the thinking right up to date... adding many new ideas from their [the authors] extensive work on school improvement over the last 15 years, set in the context of the many changes and new agendas that are a feature of schools today" Education Today, September 2008 "Mr Brighouse and Mr Woods use case studies from a range of schools to illustrate their advice, acknowledging the fact that every school is unique and faces different challenges. The authors also introduce the concept of "butterflies" - small interventions that they feel can have a disproportionately large and beneficial impact on a school' success. These cover a range of topics including seating plans, student supervisors, sending birthday cards to year 7 students, and improving communication between staff and governors. The potential impact of these steps is clearly described for each of the suggestions offered" SecEd