Leadership for Transforming High Schools

Explores the unique tasks and challenges faced by education leaders in the face of stricter accountability reforms associated with the federal No Child Left Behind legislation and associated state-level education policy initiatives

When Learning Counts: Rethinking Licenses for School Leaders

Recommends restructuring state licensing systems to focus on the skills and knowledge leaders need to improve learning, and better aligning licenses with the current job demands on principals

Leading for Learning: Reflective Tools for School and District Leaders

Provides reflective ideas and tools for educators to enhance leadership in learning. Includes key ideas, real examples, and reflective questions that leaders can use can use to assess their organizations, enact strategic plans, and teach colleagues

Data-Informed Leadership in Education

Explores ideas, frameworks, and beliefs concerning the use of data in educational decision making and in the work of leaders at state and local levels as it relates to the improvement of teaching and learning

Leading for Learning Sourcebook: Concepts and Examples

Provides a detailed discussion of ideas and methods that educators can use to enhance leadership in learning. Offers examples of leaders using the ideas and tools for assessment, planning, and teaching. Includes four annotated longitudinal cases

Leading, Learning, and Leadership Support

Offers a framework for improving learning-focused leadership through the use of data and evidence, reallocation of resources, redefined roles and responsibilities, assessment of leadership performance, better governance, and a focus on high schools

Learning-Focused Leadership and Leadership Support: Meaning and Practice in Urban Systems

Synthesizes three reports on what good education leadership means and how it can best be supported, including the role of the school leader and the transformation of central district offices to focus more on improving instruction. Outlines key practices

Epidemiological profile of graduates of the Wits Dental Faculty 1927 - 1995

PKThe Wits dental school was first proposed in 1921 but had no premises until a private dental clinic was taken over in 1924 by the University, the same year that the Bachelor of Dental Surgery regulations were agreed to. In 1925 the first dental students registered and a year later, in 1926, the first seven lecturers in dental surgery were appointed. Since the first two graduates in 1927, 1916 dentists have graduated from the school as have 63 oral hygienists. Of the dentists 116 are female and 127 are black, Chinese, coloured or Indian. Regarding postgraduate qualifications, 346 have been awarded by the University on behalf of the dental school. This paper describes patterns in numbers of graduates, proportions registered in South Africa and contrasts registered South African dental school graduates with registered graduates from outside the country. It is clear that the Wits dental school has made a major contribution to South African society