Educational Leadership. Professional Growth for Professional Development

Gillian Norwood (Latymer All Saints Primary School, Enfield, London, UK)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 1 December 2004

295

Keywords

Citation

Norwood, G. (2004), "Educational Leadership. Professional Growth for Professional Development", International Journal of Educational Management, Vol. 18 No. 7, pp. 455-455. https://doi.org/10.1108/09513540410563167

Publisher

:

Emerald Group Publishing Limited

Copyright © 2004, Emerald Group Publishing Limited


This book focuses on the need for today's school leaders to consider their professional development as well as that of their staff in the light of what seems at times to be countless new developments in this area. In a comparatively slim volume Harry Tomlinson manages to give a concise account of a whole range of such developments fewer than three main areas, personal learning, team development and current issues such as work‐life balance; a chapter that I read with great interest as like many people I find achieving such a balance a great struggle. The final section of this chapter, “Making teaching more meaningful” was one that I personally responded to positively as it echoed many of the values and beliefs that as a school manager I have about valuing and supporting staff.

Although at times there was perhaps an over use of jargon I felt that this was the cost of covering so many subjects in a limited number of words. I think the greatest value of this book lies not in as one to read straight through from cover to cover, but as one to refer to in order to decide which of the many areas it covers are right for an individual school or school leader at a given time.

The clear and detailed references at the end of each section provide ample scope for further reading of areas that seem relevant. With so much of use in this book it is hard to pick out individual chapters but I found the chapter on “Training, Coaching and Mentoring” very clear on the differences between three concepts, and I wish that I have been given this explanation several years ago as it would have enabled mentoring make better use of the mentoring that I was offered.

Above all this is a practical book, encouraging the reader to reflect on current practice in their school, and plan for better schools and a better education for the pupils in our care.

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