Leading with Love reveals how focusing on relationships, wellbeing and core moral and ethical values can transform the motivation and engagement of teachers, parents and pupils, increasing their overall happiness as well as academic standards. In each chapter Victoria Carr presents accessible and relatable personal life lessons, leadership observations and anecdotes, drawing on her leadership experiences in a wide range of schools to show how leading with integrity is possible for all. Her methods are simple and authentic and have transformed failing schools into thriving ones, improving whole-school systems, the culture of staff and pupil wellbeing and mental health, and standards. Full of practical tips and end of chapter summaries with further suggested reading, Leading with Love will appeal to anyone who has suffered from imposter syndrome, who thinks they are not good enough to succeed, who thinks they are too old or don’t have the right background. With a Foreword from Paul Garvey, this is essential reading for all school leaders and aspiring school leaders.

The academic setting has a significant influence on the well-being of children and teens. Effective school leadership is, therefore, essential in promoting a healthy school environment. This book, the first of its kind in Hong Kong, establishes the kind of leadership a health-promoting school needs to be successful. It explains the steps school leaders should take to promote health, beginning with an explanation of the link between health and education and then moving into a discussion of how schools can be transformed and what sort of leaders are required for such a transformation. These changes can be applied in individual classrooms and schools as well as more broadly across whole education systems. The theoretical healthy school framework outlined in the main text by Dr Robin Cheung, a seasoned scholar-practitioner in the field of school health promotion, is complemented by success stories written from interviews conducted by Dr Cheung’s co-authors, which are included in the supplemental material of the book. These anecdotes and quotes from these stories enliven the text and narrate how principals in Hong Kong have transformed their schools into successful and thriving health-promoting educational settings. This volume draws particular attention to the role of leadership and management in promoting health and learning in educational and academic settings that will be of interest to school leaders, policy makers, and educators alike. Leading Healthy and Thriving Schools in Hong Kong: Theory and Practice is the first book in the Healthy Settings Series, which focuses on the upstream, midstream, and downstream approaches for improving population health and reducing health inequity in various settings and contexts.

A dynamic conversation on the power of women's spiritual leadership and its emerging patterns of transformation. "We invite you to come with curiosity into this living community of spiritual women, listening deeply as they share their personal stories of how their spiritual journeys have shaped and honed them as leaders.... We do not offer answers to all of the complex questions facing us as a human family, but we invite you to join us as we surrender to the mystery of being open, present and engaged together in these uncertain times." --from the Introduction This empowering resource engages women in an interactive exploration of the challenges and opportunities on the frontier of women's spiritual leadership. Through the voices of North American women representing a matrix of diversity--ethnically, spiritually, religiously, generationally and geographically--women will be inspired to new expressions of their own personal leadership and called into powerful collaborative action. CONTRIBUTORS: Lisa Anderson * Jean Shinoda Bolen, MD * Karen R. Boyett, MA * Fredelle Brief * Reverend Guo Cheen * Joan Chittister, OSB * Phyllis W. Curott, JD and HPs * Dr. Barbara E. Fields * Rachelle Figueroa * Carol Lee Flinders, PhD * China Galland * The Right Reverend Mary Douglas Glasspool * Shareda Hosein * Kathleen S. Hurty, PhD * Musimbi Kanyoro, PhD * Valarie Kaur * Kay Lindahl * Dawn T. Maracle, MEd, EdD (ABD) * Courtney E. Martin * Susan Quinn * Jan Booman Saeed * Adelia Sandoval * Ann Marie Sayers * Kathe Schaaf * Reverend Lorenza Andrade Smith * ALisa Starkweather * Lynda Terry * Diane Tillman * Yoland Trevino * Karma Lekshe Tsomo * Nontombi Naomi Tutu * Jamia Wilson

The Trojan Horse affair sent shock waves across England's education system in 2014. The affair centred around an anonymous letter that contained instructions on how to take over schools with a majority Muslim population by influencing their governing bodies and undermining head teachers. The authenticity of the letter remains hotly disputed, yet its publication generated huge turbulence - not only in Birmingham's schools and communities, but also in both Parliament and the national news. The book offers fresh perspectives based on unique access to information from within the city, written by respected educationalists who have worked successfully in Birmingham for many years both during the Trojan Horse era and since. It explains what led to the publication of the letter, its profound consequences for education in Birmingham, and how it influenced events in the city since. Crucially the book also opens up an informed discussion around the issues raised during Trojan Horse, such as delivering a well-rounded curriculum suitable for a diverse school community, developing working partnerships in the local area, and boosting the attainment and aspirations of children from disadvantaged backgrounds. Colin shares case studies of school improvement in local and national MATs in tough, multicultural urban environments, and how schools worked to develop pupils' social capital. The Birmingham Book reveals how the Trojan Horse affair was handled by the Department for Education as their academies and free schools policies underwent their first major stress tests. Furthermore, the book provides an up-to-date appraisal of the interrelationship between education in England's schools and the cultural and religious practice of the local communities the schools serve - and of the underachievement levels of the different ethnic groups in Birmingham. Suitable for teachers, school leaders, governors and policymakers.

At The MTPT Project we know that teaching can be a sustainable career choice for parents, and in this essential handbook, we show you how. Supported by case studies celebrating the best that the family friendly schools and happy teachers in our community have to offer, this book is a lifeline for both educators aspiring to combine their passion for teaching with becoming a parent, and the school leader who wants to empower them. However you become a parent, or choose to grow your family and your career, this handbook will provide you with the guidance and cheerleading that you need to fulfil your personal and professional aspirations. The book is divided into nine chapters, guiding readers from the first considerations of family planning, all the way through to the reality that some teachers and leaders may choose to leave classrooms for good. Each chapter includes: the latest research on working families legalities associated with different stages of working parenthood (including discrimination and how to avoid it as an employer and address it as an employee) case studies from our community suggestions for individuals and schools recommended further reading. Each chapter will help you to navigate the journey from planning a family, to stepping in and out of teaching to suit your parenting needs, to creating family friendly working environments, whatever your role in school. With its mixture of research-informed solutions, hints and tips, this text is perfect for colleagues embarking on their parenting journey and school leaders who want to take practical steps to retain and empower valued colleagues.

There is a world-wide thirst for authentic leaders who are somehow able to create school learning communities characterized by the purveyance of flourishing faith, hope, and love. Servant-leadership for Catholic school principals is considered one of the most meaningful and effectual callings imaginable. Informed by conversations with six exemplary servant leaders, this book explores the servant-leadership vocation of Catholic school principals.The culminating conceptual framework emphasizes the importance of personal identity and Faith formation as foundational to the exercise of authentic servant-leadership. As each Catholic school community lives out its unique features, signature history, a particular call to meet community needs, and its leader-shaped personality, this book serves to remind educators to clarify and sharpen their service toward the common mission of Catholic schooling.The relevance of servant leadership in the Catholic school principalship is demonstrated through the experiences, insights, narratives and expertise of the principals and then synthesized with conceptual reflections. An underlying theme in this book is that the exercise of servant-leadership provides hope for followers because of its exceptional interest in helping all constituents develop their own capacities, capabilities and potentials such that each person becomes a servant leader.

Presenting Values Education as a solution to major challenges in education such as student disengagement and teacher burnout, this book provides a wealth of practical advice about how to implement the Education in Human Values approach in schools, promoting wellness and improved educational outcomes. Values Education is a world-wide movement and comes in several forms. This book explains the need for and nature of values education, provides practical, easy strategies for implementing the Education in Human Values (EHV) approach, and outlines the educational theories that underpin it. The practical strategies in this book can be implemented in small increments in all aspects of school life. The focus is on both student and teacher wellbeing. The methods can also be used by teachers to address their own professional and personal challenges and to help them cope with difficult situations that cannot be changed. Written for teachers, teacher educators, and teachers in training, this book is the one-stop-shop for gaining a better understanding of values education, how it can support whole-school wellbeing and how to implement it effectively.

Leading in the Belly of the Beast is an anthology of essays from transformational school leaders around the country who lead in a school system that is not set up for the success of their students, namely students of color and students living in poverty. The book highlights leaders who begin from the premise that the institution of school/system of education in the United States, since its inception, has been established to maintain the racial, cultural, and economic status quo – and to maintain divisions among these racial, cultural, and class groups. These leaders use this very assertion as a foundation for their transformational leadership from within the system. Leading in the Belly of the Beast includes the voices of nine educators in a variety of positions of school leadership, from principals and deans to teacher leaders. The unifying experience of these leaders is that they all currently work in the context of a school and, therefore, have authentic and fresh experiences and expertise to share. The goal of Leading in the Belly of the Beast is to emphasize the need to understand that our current system of education as not broken but as functioning to achieve exactly the results it was designed to achieve, and then to demonstrate why and how transformative leaders can and must achieve different results for students of color and students living in poverty, even while operating in the “belly of the beast”.

Gender Is a Choice is a remarkable book that thoughtfully demystifies gender discrimination. It shows the underlying causes of discrimination, which lie deep in our cultures. Based on the human rights perspective of equality and dignity, Ms. Mukasa reaffirms that we are all born equal, without gender bias or prejudice, and we all share a propensity to learn, grow, and maximize our innate potential to lead meaningful, happy lives. However, societies have views based on cultural norms, attitudes, and beliefs that lead to unequal gender relations of power. As a result, many women and girls suffer. This highly educational book highlights the key gender concepts and gives them meaning through a practical family portrait at the end. Ms. Mukasa decisively affirms that despite powerful socialization processes, gender injustice can be overcome. The key issue to transform is the traditional socialization process. The main tool is to create awareness of the embedded negative aspects concerning women’s and men’s relationships. It calls upon men and women to appreciate that the current gender relations of power are unnatural and unacceptable. They are man-made and can be dismantled using our agency to make the right choices. Women’s disempowerment can be disrupted, and gender justice can be promoted. This book is relevant to all people since gender discrimination is universal and has universally negative consequences. Gender discrimination must therefore be disrupted everywhere, every time, by everyone. However, Ms. Mukasa makes her own choice to focus on the African gender context and the audience whose culture she understands best.

The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873)