Book Description
"Fullan shows how moral leadership can reinvent the principalship and bring about large-scale school improvement. This is a masterfully crafted and accessible book by North America's foremost expert on change."
—Thomas J. Sergiovanni, Lillian Radford Professor of Education
Trinity University, San Antonio, TX
"Fullan challenges all who work in education to rethink the critical role of the principal as school leader in the current era of accountability. With clarity and insight, he offers a series of strategies to reshape the culture and context of leadership in schools to create learning communities where both students and teachers can excel."
—Paul D. Houston, Executive Director
American Association of School Administrators
"Once again, the writing of Michael Fullan is a tour de force.
The Moral Imperative of School Leadership
is a must-read for those who want to make a difference!"
—Gerald N. Tirozzi, Executive Director
National Association of Secondary School Principals
The time has come to change the context of school leadership!
The role of the principal is pivotal to systemic school change. That is the fundamental message of
The Moral Imperative of School Leadership, which extends the discussion begun in Fullan's earlier publication, What’s Worth Fighting for in the Principalship? The author examines the moral purpose of school leadership and its critical role in "changing the context" in which the role is embedded. In this bold step forward, Fullan calls for principals to become agents as well as beneficiaries of the processes of school change. In an effort to make the position more rewarding and exciting, he shifts the principal’s role from one of a site-based superman or superwoman, and recasts it as one in which principals figure prominently both within their school and within the larger school system that surrounds them.
Concepts explored in-depth include:
- Why "changing the context" should be the main agenda for the principalship
- Why barriers to the principalship exist
- Why the principal should be seen as the COO (chief operating officer) of a school
- Why the role of the principal should figure more prominently within the system
- What individuals and the system can do to transform school leadership to a powerful new force
The challenge, and moral imperative, for today's principal is to lead system transformations to resolve the top-down/bottom-up dilemma that exists in systemic change. To end the exodus from the principalship, and for great school leaders to evolve in large numbers, the time to redefine the position is now!
See
Facilitator's Guide to The Moral Imperative of School Leadership
Customer Reviews:
Too liberal.......2006-11-09
Michael Fullan, proposes the need for engagement of the moral imperatives in education. Typical of post enlightenment theorists, Fullan has three major shortcomings: First, he is mostly focused on process that has no end or goal; Second, he is naively positivist in his assessment of education because it is bound by the limited and dysfunctional enlightenment anthropological assumptions about the person and education; Third, this positivist assessment of the person leads to a faulty over emphasis on systems of education rather than on the proper focus of the relationship of love between the teacher and the student.
Beginning with the well worn de Tocquevillean bromide that education is the primary democratizing institution in our culture Fullan asserts that schools develop understanding of "truth, beauty, and justice". However, the overwhelming problem with this naively positivist position is that Fullan treats "truth, beauty, and justice" as self -defining when these definitions are the very essence of the conflict of democracy. "Moral", all by itself, has no content, it is merely the behavioral imperatives of one's presuppositions about life. For example, if one presupposes that being a human person is primarily about the maximization of the number of choices and potential choices and calls that "freedom" then the horror of abortion is "moral", "true" and "just". If one sees life as a sacred gift then one properly sees abortion as murder and resistance to abortion is "moral", "true" and "just". "Moral" is a human faculty that has no necessary content to it and to observe and insist that education has a moral component to it is no more revelatory than the recognition that education has a biological, psychological, or spiritual aspect to it. By definition it must because it involves human persons whom are composed of these faculties
The obvious issue is that the various "systems that make up the global village" are in competition with one another and that some are true and some are false. It is to an important degree a zero sum enterprise. For example, the assumptions about the person in enlightenment anthropology like Fullan's is largely incompatible with Muslim anthropology, which in turn is somewhat incompatible with Christian anthropology which is incompatible with atheist humanist anthropology. However, one gets the sense that Fullan feels, wrongly, that enlightenment anthropology is somehow above this conflict.
While it is true that "no other profession enables on the opportunity to provide such a positive impact on a child's overall development" it is equally true that a child is particularly vulnerable to being harmed and distorted by educational theorists like Fullan's whims. For example, in Massachusetts MCAS or business setting the education agenda has serious consequences that often overwhelm the student and the "personal vision" of teachers. In fact, these imperatives bind and constrict "personal vision". Is this good or bad? Fullan has no ability to say because these words have no content in Fullan but are indicative of nearly empty process. "Continuous learning" of itself is of no value and is no self-correcting norm if one's continuous learning is improperly oriented or committed to begin with. To broadly make the point one can be "continuously learning" to relativize what is in fact "true, beautiful, just" so that one can freely commit horrors like concentration camps, abortion or possible genetic experiments to serve an abstraction like "quality of life". Fullan's focus on process and commitment to institution is flawed. In the end, education is more determined by whether the teacher is a wise and loving person rather than on a better institutional scheme. Fullan stumbles across this but only on the way to make the point that we need to have more and better collaboration to build better systems. This is always the trap of post enlightenment theorists. The point is to better educate this or that particular boy or girl who is in front of you now, through being a wise and loving teacher, not to be focused on abstractions like systems and their improvements.
Fullan a True Guru on School Leadership.......2004-06-04
Fullan does an excellent job of organizing school leadership into achievable levels of success. He starts with making a difference within individuals, then the school/district, followed by making a difference regionally and finally the greatest impact on school leadership and the society as a whole. Fullan discusses barriers to these accomplishments and challenges, and portrays the principalship as the key to this moral imperative.
This book serves as an outstanding resource to any leader that is trying to bring about large-scale improvement in their organization. It is the school leaders role to change the context within schools and Fullan outlines a process to do just that.
Book Description
Discover the link between ethical leadership and successful educational communities!
In an age of accountability and transparency, principals are held responsible for everything from test scores to school finances. Because of this increased accountability, school leaders must regularly confront difficult ethical dilemmas.
Ethical Leadership in Schools teaches principals and aspiring principals the concepts that inform ethical choices in leadership roles. Using brief vignettes, Kenneth A. Strike explores common situations that principals are likely to encounter and presents questions and issues to help them determine the ethical path. As part of the Leadership for Learning initiative of the American Association of School Administrators (AASA), this invaluable resource clearly explains complex ideas in an accessible, well-illustrated manner.
To help resolve the dilemmas that challenge every school leader, this book:
- Guide readers through the process of making ethical decisions
- Bridge ethics to issues of accountability
- Provide scenarios that reflect the difficult choices facing principals
- Supply the tools to create ethical advice in varied contexts
- Examine the central principles of fair cooperation
The study of ethics should emphasize what makes a school a good educational community. By creating communities that are competent, caring, and collegial, school leaders will be able to maximize their resources and meet the growing demands of accountability.
Book Description
In Ethical Leadership, Robert Starratt—one of the leading thinkers on the topic of ethics and education—shows educational leaders how to move beyond mere technical efficiency in the delivery and performance of learning. He challenges educators to become ethical leaders who understand the learning process as a profoundly moral activity that engages the full humanity of the school community. Starratt explains that educational leadership requires a moral commitment to high quality learning for all students—a commitment based on three essential virtues: proactive responsibility; personal and professional authenticity; and an affirming, critical, and enabling presence to the workers and the work involved in teaching and learning. He clarifies how essential these virtues are for leadership in the pressure-cooker of high-stakes schooling. He provides vivid illustration by beginning and ending the book with a “morality play,” the narrative of a principal who struggles to do the right thing for his students and teachers, as they are pressured¾and often punished ¾ by state mandated tests. Starratt concludes by offering practical suggestions for working leaders as well as preservice and inservice courses in educational leadership.
Book Description
This popular text features a rigorous yet practical approach to the difficult dilemmas that so often arise in school administration. Using case studies to illustrate particular ethical issues, the authors cover such topics as: standards, assessment and evaluation, equal opportunity, multiculturalism, religious differences, due process, freedom of expression, personal liberty and authority.
Updated to address today's emphasis on meeting standards and raising test scores, the new Third Edition features:
* New cases that discuss current issues such as zero tolerance policies and integrity in reporting data.
* A revised chapter addressing the difficulty of focusing on standards while also dealing with competing demands, such as respecting the professional judgment of teachers, turning schools into learning communities, and engaging parents and members of the larger community in school life.
* Additional materials that refocus the discussion of legitimate authority and democracy on accountability and personal liberty.
The Ethics of School Administration, Third Edition is one of a set of books in the Teachers College Press Professional Ethics in Education Series. All of the books in this series will help educators and administrators to examine and reflect on the ethical dilemmas and controversies that are a normal and routine part of educational practice.
Customer Reviews:
Book Review.......2007-04-10
Great book if interested in becoming an ethical leader. There ares some really good ethical situations and solutions presented by the author that will help any professional in thier leadership pursuits.
No Easy Answers.......2000-10-20
This book has several important themes for educational leaders. Chiefly they revolve around two ideas-- considering what is best for an individual in light of what is best for an institution. I read this book as the Minnesota Gopher basketball situation was emerging, so it created a great deal of dialogue in our class. In addition, several scenarios appear in the book that create interesting atmospheres for discussion. My one criticism of the book is that it could have developed more of an ethical decision making model. Overall, a good book for graduate students pursuing an administrative position.
Product Description
This text--developed in response to an increasing interest in ethics and a growing number of courses on this topic that are now being offered in educational leadership programs--is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas, Second Edition: *demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities;
*addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders;
*emphasizes the importance of ethics instruction from a variety of theoretical approaches; and
*provides a process that instructors might follow to develop their own ethics unit or course. Part I provides an overview of why ethics is so important, especially for today's educational leaders, and presents a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. Part II deals with the dilemmas themselves. It includes a brief introduction to how the cases were constructed, an illustration of how the multiparadigm approach may be applied to a real dilemma, and ethical dilemmas written by graduate students that represent the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shape their teaching and frequently determine what they privileged in class.
Customer Reviews:
Author is confused, too many overly simplistic answers..........2005-07-18
This book attempts to tackle an extremely important subject: the decline of ethics and moral reasoning in our culture.
As the author points out, the lack of moral conscienceness appears to be progressive, almost at epidemic proportions. But his analysis is both thin and naive, and it's quite perplexing that Kilpatrick is a college professor. His attack of "feminism" and contemporary psychology is a misguided and oversimplified solution to a complex problem.
Two things the author completely misses. First, is "Johnny" really not able to tell right from wrong, or does he simply not care? Psychologist Alice Miller (We Shall Not Be Aware), Psychologist Anne Wilson Schaeff (Beyond Therapy Beyond Science), and Psychologist Mary Pipher (Reviving Ophelia) are just three examples of well-trained, well-researched clinical therapists who tackle this notion in a much more thoughtful manner. Though their methods differ, a common thread runs through their research: that morality, ambition, ethics, & awareness of consequences of their actions have been beaten out of both Johnny and Jane by "tough love" and other abusive methods of so-called discipline. Johnny and Jane *know* about right and wrong, they've just checked out of reality.
Second, why is this author looking at *children* to begin with? As Dr. Robert Minor points out in his book Scared Straight, the socializing of children in our culture is both systemic and violent; if you want to examine why children are behaving, look at the systems and institutions of our culture. (Also see The Way Things Never Were by Stephanie Coontz)
Kilpatrick's line of reasoning is just silly: adults in our culture are violent to our children, then when children do it to each other we call it peer pressure. Of course children are confused! We tell them violence never solves anything, then we wage war against Iraq without attempting a diplomatic solution. We tell them two wrongs don't make a right, then we become terrorists to kill the terrorists who terrorize us. We tell them money doesn't buy happiness, then our government sells out to Enron, Haliburton because a billion dollars just isn't enough.
We like to blame things on children, saying they cannot tell right from wrong, when adults in the US sit back and watch as we kill innocent women and children. We punish children for hitting another child on the playground, but we reward the most violent adults by putting them into power. We tell kids to clean up their messes, then we cause messes --such as the depleted uranium missiles used against Iraq-- that have killed 1.1 million Iraqis and have caused radiation poisoning in tens of thousands of Desert Storm soldiers. Then we refuse not only to clean it up, but deny responsibility of any sort.
The men in power are sending confusing, inconsistent, violent, and immoral messages to the children in our country. Don't blame the children - when Johnny misbehaves, he is just doing what we taught him.
a clarion call to teach a moral culture.......2000-10-02
Train a child in the way he should go, and when he is old he will not turn from it. Proverbs 22:6
In recent years, a plethora of books, many of them excellent reading, have been published on the decline of moral ethics and intellectual knowledge, both in our educational establishment and within society at large. However, if one wants to focus specifically on the decline of moral discipline on the modern American scene, one could do worse than to read _Why_Johnny_Can't_Tell_Right_from_Wrong_ by William Kilpatrick .
Kilpatrick is (oddly enough) a professor of education at Boston College. (At least that strikes me as peculiar because I have difficulty envisioning any sensible person working in Boston.) He uncovers in detail the history of moral relativism's introduction into the curriculum, the rationalizations for the implementation of various programs, and the philosophical mindset or what Germans call _Weltanschauung _(worldview) of their respective proponents. These are dissected and discredited tartly but without rancor within the limited confines (not including notes and index) of 315 pages.
_Why_Johnny_Can't_Tell_Right_from_Wrong_ begins by describing pedagogic techniques, comparing those methods proven by experience and fashionable fads that stir up a brief flutter of excitement only to be discarded or renamed. Just as phonics was replaced by look-say methods with corresponding deterioration in scholastic achievement, so "character education" has been supplanted by approaches called variously "decision making" or "moral reasoning" to name two. The objective in this switch was ostensibly to enable children to make moral decisions with greater understanding and self-discovery rather than to learn them by rote. Much of the methodology focuses on "New Age" quasi-religious sensibilities and intimidation techniques designed to break down family bonds and loosen cultural inhibitions. The result has been instead, the raising of a generation that is unable to distinguish reasonable moral arguments from mere rationalizations. These future citizens are aware of their own "feelings" but are wholly ignorant and often contemptuous of concepts of absolute right and wrong.
Kilpatrick illustrates these points in subsequent chapters. Narcotics awareness education, for example, situates students in a "bull session" in which those having engaged in drug usage describe their experiences. This gives classroom dominance to the users and places nonusers in an awkward and unresponsive position. Sex education has demonstrated tremendous propensity to encourage sexual activity among unmarried school-age adolescents and by so doing transforming a deeply personal and intimate sharing between couples into a casual recreation. In a still later chapter, the devolution of contemporary "music" receives its share of deserved criticism.
The author goes on to describe two schools of thought currently enamored in schools: one emphasizing personal feelings, the other on moral dilemmas. The first, such as _Quest_ which focuses on "self-esteem", turns teachers into "facilitators" and encourages children to explore a develop their _own_ values and morals. The second, often labeled "values clarification" confuses children into believing that all morality is problematic. Instead of being taught clear examples of right and wrong, immature minds are presented with quandaries that would stupefy Middle East negotiators. The impression children are then left with from either of these exercises is that morality is relative.
The effects of multicultural education are also dissected. When American society is fractionalized, no transcendent themes or common commitments can emerge--merely a collection of groups bickering over snout privileges at the collective feeding trough--the opposite of the American goal of assimilation. Without an understanding of America's moral imperative, historical and even current events lack context. A highschool teacher in Virginia polled his students in three classes and fifty-one out of fifty-three saw no moral difference between the American and Soviet systems of government. The two who could see a difference were both Vietnamese boat children.
Kilpatrick notes that most of us learn moral values from stories and not from ab-stract definitions. He writes, "Morality needs to be set within a storied version if it is to remain morality. Conceived as rule keeping... it never works for long. Instead, it withers into something cold and cautious and, all too often, into self-righteousness. It is, of course, important to keep the rules, but the spirit in which they are kept is equally important." In _Orthodoxy_, G. K. Chesterton confessed, "I have always felt life first as a story." (This probably explains why _A_Book_of_Virtues_ by William Bennett was a best-seller.) Virtue, described in this way, is not simply a matter of abiding by regulations, but on acting in a heroic fashion. It matters, of course, what kind of stories are read. The idyllic vision of the nihilistic 1960s era remains attractive to many. Joseph Campbell represents a facet of this thought by offering an undemanding mythology of pantheistic nature worship. The discipline demanded in Judaeo-Christian ethics is less appealing to the self-indulgent--precisely all the more reason such values must be taught in our society, especially to the young.
The author concludes by admonishing parents to read to their children and providing a list of entertaining stories and novels from which to select. He ends his next-to-last chapter with a quotation from Jim Trelease, "I read because my father read to me. And because he'd read to me, when my time came I knew intuitively there is a torch that is supposed to be passed from one generation to the next. And through countless nights of reading I began to realize that when enough of the torchbearers--parents and teachers--stop passing the torches, a culture begins to die." It is in the hands of parents that ultimately the future learning of children is held. Without that active guidance, the spiritually neglected descendants of our heritage may be morally crippled from productive participation in the world at large--of benefit to neither man nor God. Fortunately, Professor Kilpatrick has given some insight into the problems and the remedies for this calamity, and _Why_Johnny_Can't_Tell_ deserves to be on the reading list of every parent and teacher.
A Valuable Reference.......2000-08-27
While I originally borrowed this book, I had to buy it to keep it's valuable list of recommended readings on hand. I am a child psychologist who, like Dr. Kilpatrick, is totally disillusioned with the misapplication of "expert psychotherapeutic principles" to our school-aged children. The problems that most children exhibit are not due to "blocked feelings" or an overly strict conscience. Rather, by virtue of their age, most children have underdeveloped consciences. It is our job, as adults, to strengthen children's characters, rather than assume they have some "innate wisdom" that will automatically lead them to do what is right. I have successfully used story-telling in my work as a child psycholgist because it gets messages across in a compelling, easily digested way. As a parent, I will look forward to exposing my daughters to the recommended readings in the extensive bibliography. (I can use some inspiration by re-reading many of these books too.)
One of the most important books on education.......1999-11-10
I saw the author of this book speak on C-SPAN, and also this book was recommended to me, as I am researching educational issues. This book explained so many things that I heretofore did not understand. If you are disturbed by the erosion of morality in this country, then read this book. Do you wonder about the effectiveness of drug prevention programs? Do you suspect that sex education actually increases sexual activity and pregnancy among teens? Well, it does, and the author tells how and why, in an objective, clear way. Does your child have a "psychologized classroom," with unearned self-esteem as the main goal? This book will tell you the full details on educational theory and practice in this country and the far-reaching consequences. Funny thing--social science supports many of the things traditionalists have been saying. I warn you, though, after reading this you may want to put your child in a private or home school, instead of allowing him or her to be at the mercy of educational experimenters who use our children to try out the latest intellectual fashions, with diasatrous results.
Excellent guide for teaching virtue through song, art, lit........1998-11-28
This book makes its point without self-righeousness or preaching of any kind. The author argues that the mission of schools has changed from building character and citizenship to addressing social problems (i.e. drug and sex education, multi-culturalism), and the focus has changed from conveying a shared culture to a focus on the process of learning itself. The author argues that virtues can be taught by offering up heroes to emulate through classics, song, and story, as an antidote to relative values. The last section of the book contains suggested children's literature, by age group. I found this book to be riveting and profound, offering a unique perspective, evenly and logically presented with no trace of fanatacism (religious or otherwise) such as might be expected in a book of this sort.
Book Description
This text for educational leadership courses presents a theoretical model based on the “best interests of the student” for examining legal and ethical dimensions of court cases. It:
*provides an examination of both law and ethics pertinent to all educators but aimed specifically at school leaders;
*introduces an ethical decision-making model that focuses on strategies for determining what actions are in the “best interests of the student”; and
*demonstrates the application of this theoretical model to practical, authentic situations arising from court decisions.
In the past decade there has been recognition of the need, as well as increased demand for, training courses in ethics for school professionals. The Interstate School Leaders Licensure Consortium standards for the licensing of school administrators require school leaders to possess knowledge of various ethical frameworks and perspectives, to be committed to bringing ethical principles to the decision-making process, and to be committed to developing a caring school community. These standards are reflected in licensing examinations for school administrators and in school leadership training program requirements as set forth by agencies such as the National Council for the Accreditation of Teacher Education (NCATE). This text is designed to prepare school leaders to meet these licensure requirements. It is specifically intended for upper-undergraduate and master’s level courses in educational administration, school leadership, and supervision programs, as well as courses in educational foundations and educational policy.
Book Description
This book looks at ethics in educational administration from a practical perspective—viewing significant ethical issues in building and central office administration—and organizes the content to address the requirements of ISLLC Standard Five. The presentation begins with a treatment of personal ethical development, moves to the practice of educational leadership, continues with the issues of pluralism, and concludes with an ethical orientation self-assessment instrument. Writings of major philosophers and important ethical public documents are used as touchstones upon which ethical analysis is developed, while case studies offer readers the opportunity to see how theory is put into practice. Some of the selected readings include contributions from Jean-Paul Sartre, Immanuel Kant, Aristotle, Jürgen Habermas, John Stuart Mill, Edith Stein, Simone de Beauvoir, and John Rawls. For professionals in human resource administration and other management level positions.
Amazon.com
In this results-driven era of over-zealous soccer parents and SAT boot camps for kids, The Biggest Job We'll Ever Have offers parents and teachers a fresh and compelling message: a child's character is more important than his or her achievements. The authors are a teacher at and the CEO of the Hyde Schools, a group of private schools dedicated to character development and family growth. The Gaulds leverage their experiences to create a wise and workable manual for balancing character, achievement, and purpose in family life.
The book sharply contrasts "achievement culture" with "character culture" by providing 10 priorities for the development of a child's moral fiber. These include valuing "truth over harmony," "attitude over aptitude," and "principles over rules." Each priority is explored via crisp commentary, vivid stories from Hyde parents and students, family exercises, activities, and journaling assignments. One chapter describes ways for parents to explore their attraction to the achievement bias of our culture. This is a practical and persuasive book--one that will convince readers of the authors' credo: "Character is inspired, it is not imparted." --Barbara Mackoff
Book Description
ATTITUDE OVER APTITUDE.
EFFORT OVER ACHIEVEMENT.
CHARACTER OVER TALENT.
For families, educators, corporations, and communities, The Biggest Job We'll Ever Have is nothing less than a new paradigm for reconnecting education with core values. With more than thirty-five years' experience at Hyde, an organization of internationally known, award-winning schools and programs, Laura and Malcolm Gauld argue persuasively that true education for our children springs not just from seeking good grades and achievements but from reestablishing a true commitment to character, attitude, and a sense of purpose.
The Hyde program emphasizes ten core beliefs -- the school's 10 Priorities -- that address how families can find the right balance between character and achievement. The results have been nothing short of astonishing: Children of all abilities and from every background have succeeded far beyond any expectations of them, both personally and academically, thanks to what they and their families have learned at Hyde.
Unlike other education books that focus on the child, The Biggest Job We'll Ever Have focuses on a child's primary teacher -- the parent. The Gaulds explain that parents have an enormous impact on how their children approach education and life. They describe how parents can enhance their children's education by improving family dynamics and introducing honesty into all aspects of family life. And they detail the 10 Priorities clearly and logically, so that any family can embrace them.
But that's only part of this book's appeal. Perhaps its true power comes from the dozens of Hyde parents and students who willingly share their own remarkable stories -- honest, funny, sad, moving, provocative -- that attest to the transformational power of the Hyde philosophy.
Being a parent and a child today isn't easy; so much that we thought was important simply is not. As parents and educators, Laura and Malcolm Gauld believe that the way to motivate kids and build stronger families is to focus on identifying what is truly important. In The Biggest Job We'll Ever Have, they do exactly that.
Download Description
For families, educators, corporations, and communities, The Biggest Job We'll Ever Have is nothing less than a new paradigm for reconnecting education with core values. With more than thirty-five years' experience at Hyde, an organization of internationally known, award-winning schools and programs, Laura and Malcolm Gauld argue persuasively that true education for our children springs not just from seeking good grades and achievements but from reestablishing a true commitment to character, attitude, and a sense of purpose. The Hyde program emphasizes ten core beliefs -- the school's 10 Priorities -- that address how families can find the right balance between character and achievement. The results have been nothing short of astonishing: Children of all abilities and from every background have succeeded far beyond any expectations of them, both personally and academically, thanks to what they and their families have learned at Hyde. Unlike other education books that focus on the child, The Biggest Job We'll Ever Have focuses on a child's primary teacher -- the parent. The Gaulds explain that parents have an enormous impact on how their children approach education and life. They describe how parents can enhance their children's education by improving family dynamics and introducing honesty into all aspects of family life. And they detail the 10 Priorities clearly and logically, so that any family can embrace them. But that's only part of this book's appeal. Perhaps its true power comes from the dozens of Hyde parents and students who willingly share their own remarkable stories -- honest, funny, sad, moving, provocative -- that attest to the transformational power of the Hyde philosophy.
Customer Reviews:
Instruction Manual.......2007-05-16
When you are a new parent and realize the overwhelming task of raising kids and having the family that you want - you realize after much trial and error that there are no "instruction manuals" on how to be a good parent.
"The Biggest Job We'll Ever Have" is the closest thing to the "instruction manual" that every parent should read while their kids are young. Don't wait until family circumstances begin to spiral downward before reading this book. The message is loud and clear: if you want to have great kids you have to learn to be great parents. Parents have to lead and inspire their kids. The whole family will win if you apply the principles of this book early enough to prevent problems rather than use it as a guide to help correct the problems you will inevitably face when you have TEENAGERS!
A Different Perspective on Parenting.......2006-11-06
Although this book was written primarily for parents whose children are students at the Hyde Schools in Bath, ME and Woodstock CT, the principles outlined are extremely valuable for all parents dealing with behavioral and character issues with their adolescent children. Malcolm and Laura Gauld emphasize the need for truth over harmony in the home, along with honest accountability from both parents and children. The Gaulds also introduce concepts for helping young people to develop mature character and to realize their own unique potential. The priority for parents is to become an inspiration for their children. As the authors say, parenting "...is hard, is doable, and it's never too late."
Book Review, not School Review.......2006-08-24
My disclaimer is that I'm a former Hyde Student, one who was not happy while being there but also one who has the benefit of 20 years' hindsight.
I purchased the book a few days ago as I was interested to learn more of the philosophy behind the teaching I experienced first hand. I was curious to understand why I did not like my Hyde experience and what has happened in the intervening years to make me come to understand that I needed character education in my life at that time (and now, too).
While I don't have children of my own, I read the book with fervor and interest as I saw MY childhood and MY parents mirrored in its pages. Flashbacks to various interactions was common - and I had a series of intense emotional responses at times while I read things that hit so close to home I would've sworn that they were writing about my life. The book very clearly lays out the priorities which would've made my childhood more productive (in my humble opinion) and I look forward to being able to put these priorities into practice with my children.
As the title of this review states, I think it's very important to remember that this is a book on parenting. It's a spurious argument to say that if Hyde doesn't practice what they preach 24/7, that the book is inaccurate or that the authors are disingenuous. Living up to these priorities is hard work - and no one is going to be perfect at it, not even Hyde. In fact, the authors clearly detail their DAILY struggle with living up to these priorities in their own personal lives, not to mention helping others do it, too.
Regardless of whether this book is used to market the Hyde programs, whether Hyde is appropriate for you, and whether you've had a good Hyde School experience, the message of the book remains true. I would recommend this book to anyone who is interested in having a relationship with another human being, not just with their children/parents.
Read the book. Sent my son to their school........2006-07-15
I sent my son to their school (HYDE) for 4 years of HS. I read the book and know the authors personally. They are exceptional educators who work wonders with young people. I also bought 5 copies for my adult children who are raising my 10 grandchildren.
I have been around long enough to know something about raising kids and these people have got it right. If you are reading this because you are a little worried about your relationship which your child, buy this book and read it. But of course you have to then do what it says before things will get better.
Maury
Been there, done that - THANK GOODNESS!.......2006-01-05
I am currently in Sarasota, FL, visiting my daughter, a former 4-year student and graduate of the Hyde-Bath campus. I was online searching for some resources, as I am considering a private position tutoring a student with dyslexia; although I don't have a lot of direct experience in this area, I am guessing that these students are frustrated, often underappreciated and underestimated...I was adding a copy of the Gauld's book, The Biggest Job, to my shopping cart (even though I was a participant in "the process" for seven consecutive years)when I decided to take a look at the reviews...When I think back on the things I've done as a parent, the choice to become involved with Hyde (please know that I corrected myself and DIDN't write 'send my daughter to' - there's such a difference!)was THE BEST THING I have ever done, absolutely NO REGRETS!! My experience helped me to see my kid for the awesome person she is, rather than focus on a list of shortcomings, which I would subsequently 'FESS UP to being a model for... I must say that I read, WITH AMUSEMENT I might add, a current student's review, and the complaints are typical of one who is not used to the word NO and accepting/establishing limits. I can't wait to share this kid's review with E. - I know she will chuckle...Anyway, my purpose was to revisit the thinking behind the Hyde model as I entertain the possibility of working with a student who has not had much school success, I have learned that there is so much more than meets the eye! My daughter blossomed in this challenging environment, and my own Hyde experience made me re-think just about everything, including my work with students...sooner or later it all comes down to being honest to yourself and others - I am forever inspired and forever grateful. And yes, even after tuition, I am buying the book! For a FRESH way of reflecting on your role as a parent, especially when it seems all that you "do" is for naught, this is so worth it...
Books:
- The Police In America: An Introduction, with "Making the Grade" Student CD-ROM and PowerWeb
- The Possessive Investment in Whiteness: How White People Profit from Identity Politics
- The Power of Focus: How to Hit Your Business, Personal and Financial Targets with Absolute Certainty
- The Prince (Bantam Classics)
- The Reading Coach: A How-to Manual for Success
- Training to See: A Value Stream Mapping Workshop: A Value Stream Mapping Workshop (Lean Enterprise Institute)
- Understanding American and German Business Cultures
- Understanding Business
- What Would You Do? (American Girl Library)
- Wikinomics: How Mass Collaboration Changes Everything
Books Index
Books Home
Recommended Books
- In Search of Stupidity: Over Twenty Years of High Tech Marketing Disasters, Second Edition
- Tile Style: Creating Beautiful Kitchens, Baths, and Interiors with Tile
- OSCAR DEAREST SIX DECADES OF SCANDAL, POLITICS AND GREED BEHIND HOLLYWOOD'S ACADEMY AWARDS 1927-1986
- Performance Studies: An Introduction
- The Edge of Disaster: Rebuilding a Resilient Nation
- Varney's Midwifery, Fourth Edition
- Subwasserflora Von Mitteleuropa: Bacillariophyceae
- It's When You Sell That Counts: A Must-Have Book for Anyone Who Owns Stocks
- Start and Run a Gift Basket Business
- The Gutter And the Grave
General
| Education
| Nonfiction
| Subjects
| Books
Leadership & Sustainability: System Thinkers in Action
Leading in a Culture of Change
Lessons Learned: Shaping Relationships and the Culture of the Workplace
Facilitator's Guide The Moral Imperative Of School Leadership
The Power of Protocols: An Educator's Guide to Better Practice, Second Edition
