Professor Emeritus at the University of Cambridge, Director of Leadership for Learning: the Cambridge Network (http://www.educ.cam.ac.uk/centres/lfl/) and Projects Director for the Centre for Commonwealth Education (http://www.educ.cam.ac.uk/centres/cce/). Until 2000 he was Director of the Quality in Education Centre at the University of Strathclyde in Glasgow.
As well as his interest and research on leadership he has, for the last decade, worked with schools, education authorities and national governments on school self-evaluation. Five books on self-evaluation have been addressed mainly to a teacher and senior management readership. These include Schools Must Speak for Themselves, Self-Evaluation in European Schools, Self-evaluation: what’s in it for schools? Self-evaluation in the Global Classroom and School Inspection and Self-evaluation - all published by Routledge and now in twelve European languages.
He has acted in a consultancy role to the Organisation for Economic Co-operation and Development (OECD), UNESCO and ILO (International Labour Organisation), the Bertelsmann Foundation, the Prince’s Trust, the European Commission, the Scottish Executive, the Swiss Federal Government, the Varkey Group in Dubai (Emirates) and the Hong Kong Education Department. He was a member of the Government Task Force on Standards from 1997-2001 and was awarded the OBE for services to education in 1997.
Written by John MacBeath
This study contains profound insights into the nature of teacher professionalism. Debates on the policy directions in education in the past decade have been increasingly focusing on learning outcomes and effectiveness indicators in search of the “hidden truth” or the “holy grail” of what makes an effective school. While effectiveness...
Drawing on the evidence on what it means to be a teacher in the 21st century, this Education International Research Institute study begins with an analysis of the current situation in differing countries of the world.