Managing International Schools

Managing International Schools

Managing International Schools

Managing International Schools

Synopsis

It is estimated that there are some 12 000 international schools world-wide, with over 25 000 middle managers and head teachers. Within this there are several different types of international school including British schools abroad, English-speaking schools overseas, European English-speaking schools and forces schools - in spite of some differences they and their managers share certain needs for administrative efficiency. This practice-based management book for international schools provides support and development for middle and senior managers and teachers. The book concentrates on school improvement and effectiveness by drawing on best practice from international schools around the world using school-based research. It is written by a team from the Oxford Brookes Centre for Educational Management (OXCEM), the UK's most active International Schools' consultancy service. Issues discussed include teaching, learning and the curriculum, primary and secondary curriculum development, recording and reporting assessment, English as a second language, school management and staff development.

Excerpt

The purpose of Managing International Schools is to provide practice-based management advice and guidance for all practitioners in international schools, thus raising the profile of school improvement within the international setting.

It arose out of necessity: students on the MA for International Schools at Oxford Brookes University, UK, were frustrated by the dearth of published material available to support them, not only in their studies but also in the development of their jobs in their international schools. This student body comprises teachers and headteachers in international schools throughout the world, all of them experienced in the international school circuit and clear about what they need. Over the last eightyears, a wealth of knowledge and experience has built up, and conversations with students persuaded us to utilise this in order to benefit future generations of teachers in international schools.

Managing International Schools, therefore, is derived from the experience of both tutors and students, and it attempts to encapsulate some of the more challenging aspects of managing international schools. We do not pretend to cover systematically the whole range of school management topics. Other volumes do that more comprehensively. This book rather focuses on some of the specific issues that, through experience, we have found our students to need in particular. Hayden and Thompson published International Education: Principles and Practice in 1998, and Brookes' students have found that volume most useful in their studies; this book attempts to complement their volume.

In addressing management issues this book moves towards the international school of the future, where managers and teachers are leading educators and managers of the educational needs of their students. In providing the reader with ideas on how to manage themselves, their colleagues and the curriculum, this book aims to provoke thought and to enhance the good practice that exists in many schools on the international circuit. Thus, Managing International Schools focuses on the development of management thinking and practice within the international context.

Defining this context is a difficult task, and others have engaged with the nature of international schools and international education (for example Hayden and Thompson, 1998, 2000). In terms of phase, size and sex, international

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