Knife Skills for Chefs captures the experience and expertise of Christopher Day and reveals how to select, maintain and use knives in the professional kitchen. Endorsed by the American Culinary Federation (ACF), it contains step-by-step instructions and numerous four-color photographs that make techniques easy to understand and simple to follow. Comprehensive in coverage, the book contains chapters on history and production, knife selection, knife maintenance, basic knife cuts, simple garnishing techniques and knife sanitation, safety and storage. Written by Christopher Day, who is considered one of the country’s foremost authorities on knives and is the corporate chef for Mercer Tool Corp, a knife manufacturing company. Co-authored by Brenda Carlos, who is an experienced author and a regular contributor to two American Culinary Federation magazines: The National Culinary Review and Sizzle. Provides a quick overview of the history of knife making and a look at the manufacturing process used in high-quality forged knives. Introduces readers to the basic knives used in a professional kitchen and emphasizes how to select the best tool for the job. Shows readers step-by-step how to dice, chop, mince, paysanne, rondelle, oblique, tourne, chiffonade, butterfly, carving/slicing, gaufrette, and even opening clams and oysters. Includes large photos that make it easy to learn proper culinary techniques and procedures. This is an ideal reference that reinforces the artistry and skills that provide the foundation for a successful culinary career.

Knife Skills for Chefs

Cookbooks, Food & Wine

Day, Christopher

Carlos, Brenda

Professional Cooking

Pearson

Appraisal and Professional Development in Primary Schools

Whitaker, Patrick

Wren, David

Education & Teaching

Open Univ Pr

Leadership of schools in changing times is fraught with opportunities and challenges. Leaders are expected to manage competing interests, to create conditions which form the foundation for lifelong learning, to sustain the motivation and morale of staff and to raise achievement levels of all students. This book seeks to meet this need. It considers effective leadership and management of schools from the perspectives of headteachers, teachers, students, ancillaries, governors and parents in a variety of reputationally good schools of different phases, locations an size. Through a mixture of participants' accounts and analysis of leadership theory, this book reveals a number of characteristics of headteachers who are both effective and successful: the centrality of personal values, people-centred leadership and the ability to manage tensions and dilemmas. the authors propose a post-transformational theory that reflects the complexity of leadership behaviour in the 21st century, suggesting that reliance upon rational, managerialist theory as the basis for training is inappropriate for the values-led contingency model that represents successful school leadership.

Leading schools in times of change

Schools & Teaching

Open University Press

Book by Harris, Alma, Hadfield, Mark, Tolley, Harry, Beresford, John, Day, Christopher

Leading Schools in Times of Change

Hadfield, Mark

Tolley, Harry

Beresford, John

Harris, Alma.

“Christopher Day and Judyth Sachs have done a remarkable job of pulling together an outstanding collection of essays on professional development that reflect its stunning diversity in different regions around the world. They have done for readers what no one else has accomplished in nearly a quarter century: Combine in a single volume a clear and concise description of professional development’s past, present, and projected future internationally.”  Thomas R. Guskey, University of Kentucky.  "an engaging text through out and can be dipped in to or read from beginning to end... The editors and authors of this book have done a great service to teachers and professional development educators worldwide" Journal of Inservice Education This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: A review of current CPD literature Discussion of the politics, policies and purposes of CPD Case studies from Europe, USA, Australia, Asia, Africa and South America A synthesis of research and future research possibilities The book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems. Contributors: Beatrice Avalos, Ray Bolam, Pam Christie, Marion Dadds, Christopher Day, John Elliott, Susan Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon, Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran Sugrue, David Tripp

International Handbook of Continuing Professional Development of Teachers

Sachs, Judyth

Based on a DfES funded study of 300 teachers in 100 primary and secondary schools in England, this book aims to identify different patterns of influence and effect between groups of teachers, which provide powerful evidence of the complexities of teachers' work, lives, identity and commitment.

Teachers Matter: Connecting Work, Lives And Effectiveness (Professional Learning)

This book is based on the largest and most extensive empirical study of contemporary leadership in primary and secondary schools in England. The results demonstrate that heads of successful schools improve the quality of student learning and achievement through who they are – their values, virtues, dispositions and competencies – as well as their timely use of change and improvement strategies. Successful School Leadership provides a comprehensive analysis of the values and qualities of head teachers. It assesses the strategies they use and how they adapt these to their particular school context in order to ensure positive increases in the learning, well being and achievement of their students. The authors:  Identify a basic set of leadership practices resulting from their findings  Analyse and describe the leadership values, qualities and behaviours related to different phases in schools’ improvement journeys  Provide illustrative case studies of primary and secondary schools that highlight context sensitive strategies  Provide a contemporary overview of international research and thinking about successful school leadership  Recognize similar and distinguishing features between schools in different socio-economic groups This book is valuable reading for…school leaders and senior teachers, educational policy makers and advisors, as well as anyone involved or interested in education and its leadership.

Successful School Leadership: Linking with Learning

Brown, Eleanor

Leithwood, Ken

Sammons, Pam

Hopkins,David

Gu, Qing

Ahtaridou, Elpida

School-University Partnerships in Action: The Promise of Change (Teacher Quality and School Development)

This book provides new knowledge, insights and experience about school-university partnerships. Drawing upon evidence from international research of the world’s most improved systems, and learning from a UK research council funded ‘knowledge exchange’ project, it reveals that when the profound differences between the practice worlds of schools and the theoretical worlds of university academics are embraced and cherished, rather than eschewed, school-university partnerships become exciting avenues of learning which connect, challenge and transform the thinking and practice of all those involved. 
Over its eight chapters, the book explores uncertainties, challenges and possibilities faced by those who seek to create, develop and sustain school-university partnerships that aspire to improve the practice and understanding of the leadership of teaching and learning in schools. It explicates and elucidates precepts, principles and practices for achieving such successful partnerships between higher education and school leaders, and contextualises these in terms of policy wide developments internationally. 
This book will appeal to school leaders internationally, leadership training organisations, and academics who lead postgraduate leadership and management programmes.

School-University Partnerships in Action (Teacher Quality and School Development)

Townsend, Andrew

Holdich, Catherine

Routledge

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