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PurposeThis paper explores how individual and collective burnout has become an organizational concern for school leaders, why burnout matters and what might be done to address the problems individual and organizational burnout generates.Design/methodology/approachThis paper presents an analysis of the current literature regarding individual and collective burnout, identifies contributing factors and explores the impacts of each. Following a discussion and synthesis of the research literature, implications for practice are presented.FindingsHighlighting exhaustion as a factor in burnout and as a significant consequence of stress, the paper proposes specific individual teacher and leader actions focused on addressing broad organizational responses with the potential to address the consequences of burnout including depersonalization, cynicism, emotional and compassion fatigue, and a loss of individual and collective efficacy. The authors argue that for burnout to be successfully mitigated, urgent strategic and focused organizational responses are essential to identify, track, and counter individual and collective burnout.Originality/valueMuch of the existing burnout literature focuses on the individual as the locus of experience and inquiry. The authors contend that this predominant focus on individual experience is insufficient to address systemic organizational issues, problems and concerns facing educational organizations that perpetuates and accelerates the experience of individuals. This paper contribution elevates conceptions of and discussions about burnout to the organizational level and reframes the conversation by focusing on organizational responses.

Background Incidence of invasive disease due to Haemophilus influenzae serotype a (Hia) increased an average of 13% annually from 2002 through 2015. We describe clinical characteristics and adverse clinical outcomes of US invasive Hia cases detected through multistate surveillance during 2011–2015. Methods Medical record data were abstracted for cases reported in 8 jurisdictions conducting active population- and laboratory-based surveillance for invasive Hia disease across the United States. Isolates from sterile sites were serotyped using real-time polymerase chain reaction. Adverse clinical outcomes were defined as any possible complication of meningitis, bacteremic pneumonia, or bacteremia (including hearing loss and developmental delay, but excluding death) and were assessed at hospital discharge and one-year post-disease onset. Results During 2011–2015, 190 Hia cases were reported to the 8 participating sites; 169 (88.9%) had data abstracted. Many patients were aged Conclusions Hia infection can cause severe disease that requires hospitalization and may also cause short- and long-term adverse clinical outcomes, especially among children. Novel vaccines could prevent morbidity and mortality.

In 2015, I was encouraged to apply for the role of Pro-Vice-Provost (International) at University College London, UK. As full-time UCL academic and parent to a 5-year-old, I wasn’t interested in a full-time senior leadership role that would take me away from my research, and possibly my family. I was, however, intrigued by the opportunity to co-lead and retain 50 per cent of my academic practice. After finding another academic interested in co-leading, we successfully applied, interviewed together, and were offered the role. We were told, at the time, we were the most senior university co-leaders in any university in Europe and the Commonwealth, which presents a very interesting opportunity for reflection. While job sharing and flexible working are becoming more common in schools, private and public sector organisations and universities, executive-level co-leadership remains a rarity. In this chapter, I draw on my knowledge as a scholar of educational leadership and on my own recent experience as a co-executive leader. I focus on: the evolution of co-leadership—drawing on the evidence exploring job shares and executive co-leadership; the importance of diversity within the co-leader dyad; lessons learned as a co-leader; and, the case for co-executive leaders to create a positive response to generational and gender pressures. While collaboration is always challenging, the benefits of co-leadership outweigh the administrative, relational, and economic costs of hiring two leaders instead of one. This chapter aims to reflect on the personal costs and benefits of co-executive leadership to create a blueprint of helpful steps for others looking to work as a team at the top.

We describe coronavirus disease (COVID-19) among US food manufacturing and agriculture workers and provide updated information on meat and poultry processing workers. Among 742 food and agriculture workplaces in 30 states, 8,978 workers had confirmed COVID-19; 55 workers died. Racial and ethnic minority workers could be disproportionately affected by COVID-19.

Meat and poultry processing facilities face distinctive challenges in the control of infectious diseases, including coronavirus disease 2019 (COVID-19) (1). COVID-19 outbreaks among meat and poultry processing facility workers can rapidly affect large numbers of persons. Assessment of COVID-19 cases among workers in 115 meat and poultry processing facilities through April 27, 2020, documented 4,913 cases and 20 deaths reported by 19 states (1). This report provides updated aggregate data from states regarding the number of meat and poultry processing facilities affected by COVID-19, the number and demographic characteristics of affected workers, and the number of COVID-19-associated deaths among workers, as well as descriptions of interventions and prevention efforts at these facilities. Aggregate data on confirmed COVID-19 cases and deaths among workers identified and reported through May 31, 2020, were obtained from 239 affected facilities (those with a laboratory-confirmed COVID-19 case in one or more workers) in 23 states.* COVID-19 was confirmed in 16,233 workers, including 86 COVID-19-related deaths. Among 14 states reporting the total number of workers in affected meat and poultry processing facilities (112,616), COVID-19 was diagnosed in 9.1% of workers. Among 9,919 (61%) cases in 21 states with reported race/ethnicity, 87% occurred among racial and ethnic minority workers. Commonly reported interventions and prevention efforts at facilities included implementing worker temperature or symptom screening and COVID-19 education, mandating face coverings, adding hand hygiene stations, and adding physical barriers between workers. Targeted workplace interventions and prevention efforts that are appropriately tailored to the groups most affected by COVID-19 are critical to reducing both COVID-19-associated occupational risk and health disparities among vulnerable populations. Implementation of these interventions and prevention efforts† across meat and poultry processing facilities nationally could help protect workers in this critical infrastructure industry.

Background The incidence of pertussis in the United States has increased in recent years. While characteristics of severe pertussis infection have been described in infants, fewer data are available in older children and adults. In this analysis, we characterize pertussis infections in hospitalized patients of all ages. Methods Cases of pertussis with cough onset from 1 January 2011 through 31 December 2015 from 7 US Emerging Infections Program Network states were reviewed. Additional information on hospitalized patients was obtained through abstraction of the inpatient medical record. Descriptive and multivariable analyses were conducted to characterize severe pertussis infection and identify potential risk factors. Results Among 15942 cases of pertussis reported, 515 (3.2%) were hospitalized. Three hospitalized patients died. Infants aged, Infants aged

Inspired by scholarly calls to focus more intently on the influence of context on leaders’ construction and negotiation of identity, this paper draws on evidence from our Economic and Social Research Council (ESRC) project in London, New York City and Toronto. Throughout the paper, we strive to illuminate how the city-based context influences how race/ethnicity is experienced and described. We use social identity theory, organisational fit and in-group prototypes to frame school leaders’ explicit discuss race/ethnicity when reflecting on identity. We describe our data gathering process using our Professional Identity card-sort Tool, which guided leaders’ reflections on identity. The analysis details how we extracted and interpreted evidence from leaders who were explicit about the interrelationship between their own personal racial/ethnic identification and its alignment or misalignment with their school-level communities. We explore how different city contexts influence leader experience of in-groups and out-groups and the related leadership challenges and opportunities. In conclusion, we reflect on the influence that structures, policies and communities have on how leaders experience identity and the possible implications for their work. We also explore the value of attending to potential context-based identity-driven experiences for school leader development and support.

This paper details our collaborative work on the Improving Learning Outcomes in Primary Schools (ILOPS) project in Burundi, Malawi, Uganda and Senegal. ILOPS set out to establish an innovative template for multi-stakeholder, multinational participatory evaluation (PE) and examine the fundamental roles, relationships and evidence that underpin the national-, state- and district-level implementation of primary education policy and practice. To achieve these goals, ILOPS brought together national-level education leaders from each country to design and implement a strategy to explore and challenge the current evidence on parental participation and teacher quality. This paper highlights how ILOPS established an organizational infrastructure to support our national-level PE strategy, secured stakeholder participation and developed an innovative design to engage stakeholders. We report participant perspectives on how their ILOPS experience influenced the development of new knowledge, built professional capacity and enhanced social networks. In conclusion, we set forth a brief set of recommendations associated with employing participatory methods within and between national-level stakeholder teams.

We embarked on the development of this special issue with a clear intention to curate a collection of articles for Educational Assessment Evaluation and Accountability (EAEA) and to capture the current theory, practice and debates associated with participatory evaluation and research in developing contexts. This special issue coincides with a growing international and national interest in participatory methods for research, evaluation and policy implementation. However, like many others, we remain concerned that across many contexts ‘participation’ constitutes little more than a oneoff consultation along with an exclusion from decision-making processes. We firmly believe, rooted in the evidence presented in this issue and beyond, that participatory processes must be continuous from the onset and consider the personal and collective experience of participants. The discussions and debates that have inspired this special issue arose from our longstanding professional collaboration on participatory approaches. Our partnership has centred on applying these methodologies in collaboration with community practitioners, policy decision-makers and academic researchers. With this in mind, we introduce the overarching themes emerging from the three papers and two commentaries. In the first article, ‘The journey from rhetoric to reality: Participatory evaluation in a development context’, Choinard and Cousins provide a systematic review of 40 studies published over the past 16 years. The authors define participatory evaluation as the process of the co-production of evaluative knowledge derived from a partnership Educ Asse Eval Acc (2015) 27:1–3 DOI 10.1007/s11092-015-9217-6

Grounded within knowledge management (KM) theory and conceptions of tacit and explicit knowledge, this article draws on historical evidence from the Early Years Literacy Project (EYLP), a four-year instructional renewal strategy implemented across 100 schools in a large Canadian school district. The EYLP management approach included a series of interconnected crosscutting committees supporting powerful knowledge-sharing opportunities. The factors influencing tacit knowledge sharing and the unanticipated consequences for program implementation are explored. Finally, the implications of the findings for research and practice related to tacit and explicit knowledge and KM are discussed, along with recommendations for future research and practice.

The UK government has recently demonstrated an unprecedented interest in global learning within primary and secondary schools. While the adoption and implementation of the global dimension varies, international school partnerships (ISPs) have been identified as a key vehicle for harnessing the potential of the global dimension in schools. Despite increasing global policy and practice interest in ISPs, little empirical research examines the influence of ISPs on students, teachers and leaders. Drawing on evidence nested in our 3-year research and development study of the British Council's Connecting Classrooms-Sub Saharan Africa programme, this paper examines students' own view of their international school partnership participation. We employ a multidimensional citizenship framework to frame our analysis of 694 student surveys from 66 schools across 12 countries. Based on this evidence, we argue that the influence of ISPs on global learning can be enhanced by intentionally designing partnerships to: celebr...

This paper draws on evidence from our three-year Economic and Social Research Council (ESRC)-funded research study of the lives, careers, experiences and aspirations of Generation X (under 40 years of age) principals and vice-principals in London, New York City, and Toronto. More specifically, the paper examines interview evidence from nine school-based studies in which nine leaders and 54 teachers discuss their perspectives on leaders’ care of their staff members. The evidence demonstrates that leaders and teachers both place a high level of importance on leaders’ ability and willingness to be supportive, understanding, and approachable. Teachers also expect leaders to serve as advocates for and role models of good work/life balance. While the school-level studies take place in radically different city-based contexts, the expectation of leaders’ care for teachers transcends different accountability and policy structures. Both groups focus their discussion on work/life balance and, more specifically, the need for leaders to understand that teachers are people with lives beyond school. The paper highlights implications for policy, practice, and future research.

An estimated 450,000 cases of shigellosis occur annually in the United States. Outbreaks have been associated with food, water, child daycare centers, and men who have sex with men. However, for sporadic infections, which account for the majority of cases, risk exposures are poorly characterized.Foodborne Diseases Active Surveillance Network (FoodNet) conducts active, laboratory-based shigellosis surveillance in 10 US sites. We interviewed cases with illness onset during 2005 about exposures during the week before symptom onset using a standardized questionnaire. The proportion of patients who denied nonfood risks was used to estimate the burden attributable to foodborne transmission.Overall, 1494 cases were identified. The approximate incidence was 3.9/100,000, with the highest rates among children aged 1-4 years (16.4) and Hispanics (8.4). Of the 929 cases interviewed, 223 (24%) reported international travel in the week before symptom onset. Of the 626 nontraveling cases with complete risk factor information, 298 (48%) reported exposure to daycare or a household member with diarrhea; 99 (16%) reported drinking untreated water or recreational exposure to water; and 16 (3%) reported sexual contact with a person with diarrhea. Two hundred and fifty-nine (41%) denied all nonfood exposures examined.Sporadic shigellosis is most common among young children and Hispanics. Common exposures include international travel and contact with ill persons or daycare. However, more than one-third of US shigellosis cases annually might be due to food consumed in the United States.

Teacher leadership can be challenging (Smylie and Denny 1990), isolating (Datnow 2002) and fraught with a lack of connectedness with other teacher leader colleagues (Edge 2003). Today, many teacher...

Foodborne illness is an important problem among the elderly. One risk factor for foodborne illness and diarrhea-associated mortality among the elderly is residence in a long-term care facility (LTCF); thus, these facilities must implement measures to ensure safe food. To assess safe food practices, knowledge, and policies, we used a mailed, self-administered questionnaire to survey food service directors at LTCFs that were certified to receive Medicare or Medicaid at eight Foodborne Diseases Active Surveillance Network (FoodNet) sites. Surveys were distributed to 1,630 LTCFs; 55% (865 of 1,568) of eligible facilities returned a completed questionnaire. Only three LTCFs completely followed national recommendations for prevention of Listeria monocytogenes contamination. Nine percent of LTCFs reported serving soft cheeses made from unpasteurized milk. Most LTCFs reported routinely serving ready-to-eat deli meats; however, few reported always heating deli meats until steaming hot before serving (only 19% of the LTCFs that served roast beef, 13% of those that served turkey, and 11% of those that served ham). Most LTCFs (92%) used pasteurized liquid egg products, but only 36% used pasteurized whole shell eggs. Regular whole shell eggs were used by 62% of facilities. Few LTCFs used irradiated ground beef (7%) or irradiated poultry products (6%). The results of this survey allowed us to identify several opportunities for prevention of foodborne illnesses in LTCFs. Some safety measures, such as the use of pasteurized and irradiated foods, were underutilized, and many facilities were not adhering to national recommendations on the avoidance of certain foods considered high risk for elderly persons. Enhanced educational efforts focusing on food safety practices and aimed at LTCFs are needed.

edited by Jennifer O’Day, Catherine S. Bitter and Louis M. Gomez, Cambridge, MA, Harvard Education Press, 2011, iv + 364 pp., £22.50 (paperback), ISBN 978-1-934742-83-9 Global Cities demonstrate in...

The merits of international comparative studies of educational leadership have been well established. However, academic reflection on the pragmatics of conducting management research across different jurisdictions remains sparse. Addressing the growing demand for explicit discussions of the practice and methods of comparative educational leadership research, this paper adopts Teagarden's (2007) international management research model to organize a detailed discussion of the opportunities and challenges of conducting comparative research into school leaders' experience and aspirations in urban setting. More specifically, the paper provides a detailed reflection on how the research has addressed the first two elements of Teagarden's model: forming research consortia and designing the research. The paper draws on an on-going study of Generation X, under 40-year-old, school leaders in London, New York City and Toronto to examine strategies for establishing and working with Advisory Groups and designing contextually reflective research strategies. Resume Les merites des etudes internationales et comparatives sur le leadership educatif ont ete bien etablis. Cependant, la reflexion academique sur les aspects pragmatiques d’entreprendre des recherches de gestion a travers differentes juridictions demeure rare. Repondant a la demande croissante pour des debats explicites sur la pratique et les methodes de recherche comparative en leadership educationnel, ce document adopte le modele de recherche en gestion internationale, concu par Teagarden (2007), afin d’organiser une discussion detaillee sur les opportunites et les defis d’entreprendre des recherches comparatives sur l’experience et les aspirations des leaders scolaires en milieu urbain. Plus precisement, ce papier fournit une reflexion detaillee sur la maniere dont l’etude a aborde les deux premiers elements du modele de Teagarden : former un consortium de recherche et concevoir la recherche. Ce document s’appuie sur une etude en cours sur la Generation X de leaders scolaires de moins de 40 ans, a Londres, New York et Toronto, afin d’examiner les strategies en vue d’etablir et de travailler avec des Groupes Consultatifs, et de concevoir des strategies de recherche contextuelles et

Sporadic infection with Shiga toxin–producing Escherichia coli (STEC) in New Mexico increased from 0.9 cases per 100,000 population (95% confidence interval [CI] 0.5–1.36) in 2004 to 1.7 (95% CI 1.14–2.26) in 2007. Non-O157 STEC was more common in nonwhite residents, children

In the light of current examples of reengineering, restructuring, mergers and acquisitions, some Canadian organizations in the public, private and not-for-profit sectors provide a environment for individuals and teams to negotiate effectively the kind of organizational change which has become endemic in today’s workplace. A focus on informal learning through basic social processes contributes to employees’ collective ability to move beyond simply coping with stress to engaging in creative action. A three-year research project, conducted between 1998 and 2001, located and studied, indepth, four such organizations which were using organizational learning approaches to embed continuous learning within the actual work processes. While each of the cases presents a unique context, they together provide valuable thematic lessons in how to create working environments which contribute to both individual health and to organizational sustainability. NALL Working Paper # 29 – 2001 – Formalizing the Informal from Formal to Organizational Learning In the Post-Industrial Workplace 4

This issue of Educational Assessment, Evaluation and Accountability marks the first step in a dual transition. The first transition is of editorial leadership. The second transition is a new geographical home for the journal. While this issue marks my first as Editor, over the next two issues, my role is simply that of caretaker guiding the final papers from my predecessors’ tenure into print. All credit for the global scope and contribution of these papers rests with Professor John McBeath and Lejf Moos. Editorially, this issue and the next mark the end of an era in which John and Lejf expanded EAEA’s global readership and authorship and successfully secured ISI index status. John and Lejf established EAEA as a journal committed to publishing research representing a wide range of methodological and theoretical perspectives. During their editorial tenure, EAEA has published papers from across the globe on a range of topics representing both small and large scale evidence sets. I will ensure that the scope and breadth of EAEA articles remains global and will commit to following their lead and continue to broaden the debates about accountability, assessment and evaluation. EAEAwill commit even more strongly to publishing rigourous work that captures the emerging global and local debates and tensions. The second transition for EAEA is geographical as the journal has migrated to its new academic home at the Institute of Education, University of London. The journal arrives in London with a wave of Olympic and Jubilee-driven fanfare as the city is abuzz with visitors and official celebrations. Whether a supporter of or objector to of either event, it is almost impossible to ignore the influence on the city. This week alone, announcements on the subway began to notify transit regulars of the million extra passengers anticipated to be travelling daily on the underground and bus system. Flags and banners are suddenly adorning the streets. Without precedent, almost all roadworks and construction projects have been suspended. For this short period of calm before the Olympic storm, London is clean, construction-free and full Educ Asse Eval Acc (2012) 24:173–174 DOI 10.1007/s11092-012-9151-9