How better governors make better schools
(2ND EDITION: Routledge, 2016)
Nigel Gann, Hamdon Education Ltd., UK
This is the first book to be published for a number of years which embraces the entire field of school governance and provides guidance on how governing
boards can best support the continuing improvement of their schools. The purpose and outcomes of good governance are explored, and a model of strategic governance offered which covers every area of board activities. The new landscape of education is described and some possible futures envisaged. With a Foreword by Professor Chris James of the University of Bath.
“a valuable overview of the development of governance . . . supportive and convincing . . . As a chair of governors I find the ideas, policies and practices in the book very helpful” (Forum)
“This essential guide tackles all aspects of the work governors undertake . . . it will be of great value to experienced governors” (Parents in Touch)
“A welcome addition to the board bookshelf” (Schools Week)
Written by a highly respected expert in education at all levels, Nigel Gann, the book explains the nature of school governing - where it sits in the education system, what it means, and how to do it. Unusually for books of this kind, the text not only explains the current roles and responsibilities of school governors, it locates it in time. The book explains the historical context, which is very important, and the present landscape, and it does some future gazing too. Importantly, Nigel Gann does all this in a very lively and engaging way. You may not agree with everything he says but you will enjoy how he says it, and it’s a demanding read in places too. In many ways, the book reflects what so many governors say about governing: “Well, we have some serious disagreements on our governing body, and sometimes governing is very taxing but do you know what, I really enjoy it”. I hope and think you will gain a lot from reading this book as indeed I hope and think you gain a lot from being a school governor.
Professor Chris James, University of Bath
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