Books by Stephen Murgatroyd

This book is both a workbook and a bridge for those curious to explore and get a flavour of what 'going beyond' resilience is all about. It offers a map to understand how the meaning we give to experiences and the choices we make on our journey in this life can ultimately lead to a path of resilience and beyond, or to ossification and long-term illness. The authors share personal and research-based jewels and tools, which create stepping stones to resilience and beyond. The book includes 9 areas for transformational change and a range of exercises to facilitate and enable the reader on their own personal journey of meaning and beyond. The final chapter introduces the reader to the idea of mystery, creating some glimpses of this, through felt experience.

We are not, as a species, very good at prediction. This you will quickly realize as you read the first chapter of this book. Yet we need prediction to live our daily lives-insurance, weather forecasting, shipping, flight and other decisions depend on them.We make predictions all the time and sometimes we get it right.Strategic foresight is not about prediction. It is about understanding and anticipating different futures. The future is rarely a straight line from the past-it is subject to change and uncertainty. What strategic foresight as a process does is seek to understand why the future will be different from the past and what the implication of these differences are. In this book, I provide insights from forty years of consulting practice with organizations from large (Oracle, TESCO, Heinz, Barclays, Conoco-Phillips), medium (Debenhams, West Yorkshire Police, Millennium Copthorne) and small (Elk Island Public Schools, Alberta Assessment Consortium, Contact North/Contact Nord); for-profit and non-profit.

We began, prompted by the late Chris Gonnet, Superintendent of Grande Prairie Public Schools, to explore the question 'What Makes a Great School?'in December 2010 at a meeting in Boston. We concluded that it involved many inter-connected elements, but that the key components were focused teacher leadership enabled by being empowered and resourced to make a difference. Rethinking Leadership sees evidence-informed practice as the fulcrum point for leveraging school improvement, especially if it systematically supported within a systematic way at the jurisdiction and provincial levels to build school leadership capacity. We also concluded that the framing conditions for the work of the school - the provincial/ state policies, curriculum requirements, financial arrangements, assessment regimes as well as the policies of school boards and districts - either enables or impairs the ability of a team within the school to create a great school for all students.