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School Boards Governance Training
This book of case studies is designed to assist school boards and administrators in international schools to further develop their governance skills. The premise that underlies it is that they will be more efficient and effective if they take time out of their busy schedules to reflect upon the nature of school governance.
The ECIS International Schools Directory 2009/10
The 'ECIS International Schools Directory 2009/10' contains up-to-date facts on more than 800 schools worldwide and comprehensive details of over 570 of them which are ECIS members.
Appraisal for Teachers and Heads in International Schools
Taking as his starting point the accreditation model of school appraisal, and with the support of an ECIS Fellowship, Michael Matthews has developed an approach to appraisal that has withstood the test of implementation. It is modular, allowing it to be tailored to any role in the school, and modified to suit a particular context.
Educating across Cultures
This compelling book chronicles a remarkable American educational undertaking that spanned two continents and survived three wars. William McGrew recounts the challenges faced by Anatolia College’s leaders and the solutions they found to achieve their goals within the often-turbulent social, religious, and political environments of their host countries. McGrew begins with Anatolia’s nineteenth-century Boston-based founders, who initially hoped to bring Calvinist Christianity to the diverse peoples of the Ottoman Empire and gradually shifted their emphasis to educational goals. While seeking to enrich the lives of the inhabitants of Asia Minor and beyond from the College’s campus south ...
Teacher Self-Supervision: Why Teacher Evaluation Has Failed and What We Can Do About it
Many, perhaps even most schools, are not reaching their potential to be places of collective learning. The authors believe that one of the greatest impediments to realizing this vision is the deleterious effect of traditional systems of teacher evaluation. Rather than infantilizing teachers, we need to empower them. Traditional forms of teacher evaluation have failed. They are riddled with negative expectations about teachers and what motivates them. Taken together, these underlying assumptions form a pernicious cloud of counterproductive expectations that many teachers will "live down to". Inadvertently, the traditional system of teacher evaluation has created a vicious cycle of "self-sealing logic." It is now time for teachers to reclaim their profession, the process of which involves a relentless focus on adult learning: professional learning that is self-directed. The more dynamic and stimulating the culture of adult learning, the more dynamic and stimulating student learning will be.
