Obrien tracey (32 risultati)

Paperback. Condizione: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Condizione: New. Sislen, Dayne (illustratore).

paperback. Condizione: New. Brand new book, sourced directly from publisher. Dispatch time is 5-6 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Condizione: As New. Unread book in perfect condition. Sislen, Dayne (illustratore).

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condizione: New. This book looks at the sensible and meaningful role of self-review in creating sustainable improvement in all areas across secondary schools. It outlines a self-review approach focussed on key principles which ensure this approach is transparent, purposeful, does not negatively impact on workload, that does not use the same approach for all teams and that does actually result in clear ideas for school improvement. It discusses claims of effective self-review including that it challenges thinking, leads to improvement, incorporates a range of stakeholders, skills people up, and helps build professional communities.The book is full of examples and case studies so that the reader can transfer some of these ideas to their context, discuss them at meetings and help generate new ideas. It challenges the 'deep dive' approach as something that should be left to Ofsted and instead suggests that leaders should know daily what is happening in their schools, and instead work with staff to design self-review activities that are bespoke and fit for purpose.The main theme is around 'improve not prove', where stakeholders feel involved, valued and empowered to be change-makers at a range of scales. It examines how effective self-review can reduce workload and support improvements in wellbeing.…

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Condizione: new.

Paperback. Condizione: new. Paperback. This book looks at the sensible and meaningful role of self-review in creating sustainable improvement in all areas across secondary schools. It outlines a self-review approach focussed on key principles which ensure this approach is transparent, purposeful, does not negatively impact on workload, that does not use the same approach for all teams and that does actually result in clear ideas for school improvement. It discusses claims of effective self-review including that it challenges thinking, leads to improvement, incorporates a range of stakeholders, skills people up, and helps build professional communities.The book is full of examples and case studies so that the reader can transfer some of these ideas to their context, discuss them at meetings and help generate new ideas. It challenges the 'deep dive' approach as something that should be left to Ofsted and instead suggests that leaders should know daily what is happening in their schools, and instead work with staff to design self-review activities that are bespoke and fit for purpose.The main theme is around 'improve not prove', where stakeholders feel involved, valued and empowered to be change-makers at a range of scales. It examines how effective self-review can reduce workload and support improvements in wellbeing. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. …

Paperback. Condizione: Brand New. 184 pages. 8.19x5.75x0.63 inches. In Stock.

Condizione: New.

Paperback. Condizione: Brand New. 188 pages. 8.19x5.75x0.55 inches. In Stock.

Paperback. Condizione: new. Paperback. This timely book examines what a meaningful school accountability system could look like in England. The book starts with a deep dive into our current inspection model, discussing some of the current pressures within the system, and comparing our inspection approach to that of other countries and sectors. It moves on to show how Ofsted and school inspections are perceived and portrayed - using first-hand accounts, academic papers, government publications, and media reports - and pulls together some of the current thinking on how the model could be improved. The author ends with her own proposals for a more meaningful and humane school accountability system. She suggests we rethink what we do, and how we do it, with a call for wide-ranging consultation leading to evidence-informed reform of the school inspection process. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Condizione: New. 2022. Paperback. . . . . .

Hardcover. Condizione: Brand New. 34 pages. 8.00x0.25x10.00 inches. In Stock. Sislen, Dayne (illustratore).

Condizione: New. Sislen, Dayne (illustratore).

Condizione: New.

Condizione: New. 2022. Paperback. . . . . . Books ship from the US and Ireland.

Paperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days.

Condizione: New.

Condizione: New. Sislen, Dayne (illustratore).

Condizione: As New. Unread book in perfect condition. Sislen, Dayne (illustratore).

Buch. Condizione: Neu. Neuware - Harry and Larry's Epic Adventure is an excellent STEM picture book for young children. Harry and Larry are kids with questions and lots of energy. A surprising visitor and an act of kindness launches them on a magical journey that ignites their curiosity and love of learning. The trio visit Nicolaus Copernicus, the mathematician and astronomer who developed a heliocentric model that the Earth and planets revolve around the sun.A magical seed presents an opportunity to continue their adventure. What will they choose to do What would you choose to do. Sislen, Dayne (illustratore).…

Condizione: New.

Condizione: New. Sislen, Dayne (illustratore).

Taschenbuch. Condizione: Neu. Neuware - This book looks at the sensible and meaningful role of self-review in creating sustainable improvement in all areas across secondary schools. It outlines a self-review approach focussed on key principles which ensure this approach is transparent, purposeful, does not negatively impact on workload, that does not use the same approach for all teams and that does actually result in clear ideas for school improvement. It discusses claims of effective self-review including that it challenges thinking, leads to improvement, incorporates a range of stakeholders, skills people up, and helps build professional communities.The book is full of examples and case studies so that the reader can transfer some of these ideas to their context, discuss them at meetings and help generate new ideas. It challenges the 'deep dive' approach as something that should be left to Ofsted and instead suggests that leaders should know daily what is happening in their schools, and instead work with staff to design self-review activities that are bespoke and fit for purpose.The main theme is around 'improve not prove', where stakeholders feel involved, valued and empowered to be change-makers at a range of scales. It examines how effective self-review can reduce workload and support improvements in wellbeing. …

Condizione: New. &Uumlber den AutorrnrnTracey O Brien has been a school leader for 15 years in London schools where she has worked in a variety of roles including deputy headteacher and acting headteacher. Through this time she has been responsible for the full.

Paperback. Condizione: new. Paperback. This book looks at the sensible and meaningful role of self-review in creating sustainable improvement in all areas across secondary schools. It outlines a self-review approach focussed on key principles which ensure this approach is transparent, purposeful, does not negatively impact on workload, that does not use the same approach for all teams and that does actually result in clear ideas for school improvement. It discusses claims of effective self-review including that it challenges thinking, leads to improvement, incorporates a range of stakeholders, skills people up, and helps build professional communities.The book is full of examples and case studies so that the reader can transfer some of these ideas to their context, discuss them at meetings and help generate new ideas. It challenges the 'deep dive' approach as something that should be left to Ofsted and instead suggests that leaders should know daily what is happening in their schools, and instead work with staff to design self-review activities that are bespoke and fit for purpose.The main theme is around 'improve not prove', where stakeholders feel involved, valued and empowered to be change-makers at a range of scales. It examines how effective self-review can reduce workload and support improvements in wellbeing. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. …

Paperback. Condizione: new. Paperback. This timely book examines what a meaningful school accountability system could look like in England. The book starts with a deep dive into our current inspection model, discussing some of the current pressures within the system, and comparing our inspection approach to that of other countries and sectors. It moves on to show how Ofsted and school inspections are perceived and portrayed - using first-hand accounts, academic papers, government publications, and media reports - and pulls together some of the current thinking on how the model could be improved. The author ends with her own proposals for a more meaningful and humane school accountability system. She suggests we rethink what we do, and how we do it, with a call for wide-ranging consultation leading to evidence-informed reform of the school inspection process. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Paperback. Condizione: New. This book looks at the sensible and meaningful role of self-review in creating sustainable improvement in all areas across secondary schools. It outlines a self-review approach focussed on key principles which ensure this approach is transparent, purposeful, does not negatively impact on workload, that does not use the same approach for all teams and that does actually result in clear ideas for school improvement. It discusses claims of effective self-review including that it challenges thinking, leads to improvement, incorporates a range of stakeholders, skills people up, and helps build professional communities.The book is full of examples and case studies so that the reader can transfer some of these ideas to their context, discuss them at meetings and help generate new ideas. It challenges the 'deep dive' approach as something that should be left to Ofsted and instead suggests that leaders should know daily what is happening in their schools, and instead work with staff to design self-review activities that are bespoke and fit for purpose.The main theme is around 'improve not prove', where stakeholders feel involved, valued and empowered to be change-makers at a range of scales. It examines how effective self-review can reduce workload and support improvements in wellbeing.…