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Originally published in 1984. The argument of this book is that the preceding 12 to 15 years saw significant changes in educationalists'understanding and application of the concepts of leadership, and because of these changes two things happened. One, the relationship between participants changed; and two, policy and practice also changed. The papers in this collection have been specially commissioned or collected together with this thesis in mind. Each of them examines leadership with special reference to one or more aspects, sectors, roles or interests within the educational system of England and Wales.

This is the go-to guide for higher education leaders of learning, teaching and the learner experience. It offers research-enriched, practical insights and case studies, together with a must-have toolkit of strategies for future-focused higher education leaders. Kerri-Lee Krause combines her extensive track record as a senior university executive, award-winning teacher and higher education researcher. Inspired by the disruptive educational opportunities arising from the global COVID-19 pandemic, Krause takes academic and professional staff leaders on a journey through the core capabilities required of successful leaders in a rapidly changing higher education landscape. Key topics include: learner-centred strategy co-design collaborative strategy implementation with learners at the heart leading curriculum innovation and renewal partnering with learners for engagement and success collegial academic and professional staff capability-building and leadership development coming to terms with educational policy development and quality work shaping learner-centred cultures; and leading with integrity in higher education As universities and higher education providers look for ways to rebuild in the wake of a global pandemic, capable, courageous, learner-centred leadership matters more than ever. This readable, intellectually rich and practical book is for current and aspiring higher education leaders who have a passion for effective leadership with learners at the heart.

It is essential to learn what innovative practices and leadership approaches are adopted in the education sector to solve challenges such as digital transformations, inefficiencies in higher education administration models, and the need for a connection between innovation and sustainability within the curriculum. Transformative Leadership and Sustainable Innovation in Education addresses these topics, discussing several possible transformations at the policy, classroom, and research levels. Adopting an interdisciplinary approach, scholars from three main disciplines of education, business, and IT consider both a leadership and management perspective and an educational perspective. This integration of research, academia and industry bridges the gap between theory and practice, tackling how to make schools a sustainable enterprise, how to sustain student learning through leadership practices, and exploring the disruptive impact of artificial intelligence and other technologies on higher education. Transformative Leadership and Sustainable Innovation in Education is a valuable resource to a diverse network of policy makers, school and university leaders, educators, practitioners, curriculum designers, innovators, and investors who want to collaborate to identify and implement innovations that transform education and research.

As artificial intelligence becomes an all-encompassing issue in education and beyond, this book seeks to answer how it will change the arc of educational leadership in K-12 schooling. Educators and leaders serve as the champions and gatekeepers of technology use in schools. They need to consider how AI can change education for the better while keeping in mind cultural, social, and emotional concerns that cannot be isolated from educational settings. Jackson and Papa examine existing literature and include insightful interviews with professionals in AI and education to understand how educators currently perceive and use AI. They also illustrate the similarities and differences in how educators and A.I.ED developers envision AI's present and future.

This book positions the concept of Storying as integral to leadership in qualitative research, drawing on a wide range of studies and perspectives by diverse, minoritized leaders.Presenting stories of leadership, resistance, diversity, and cultural wealth, these chapters highlight “problems of practice” from Latinx, Black, and BIPOC administrators, special education teachers, EOP community college students, and parents, including those undocumented. Crucially, the book showcases where “leadership in place” is exemplified through storying, arguing that “storying” is more empowering in qualitative research since it acknowledges the identities and reflexivity of both the researcher and the researched. This significant aspect of research methodology not only addresses cultural historicity but also fosters authentic representations of participant identities and lived experiences. The chapters directly and innovatively address these power dynamics and show how they are re-negotiated within spaces that are culturally relevant, socially situated, and historically constructed. They demonstrate how, through storying, the limits of textual interpretations can be traversed.This unique volume contributes to the growing literature on the largest minority group in the United States and is highly relevant to those with interests in educational leadership, race and ethnicity, research methods, and qualitative research.

Step into the lives of extraordinary women leaders in this groundbreaking volume. This compelling collection presents autoethnographies of twenty-five women leaders in English Language Teaching (ELT) from around the world. Grounded in key leadership theories and ELT research, these narratives examine the intersectionality of gender, race, culture, and transnational experiences in shaping leadership identities. Authors candidly share their triumphs and challenges, inspiring readers to embrace their own leadership potential and effect change in their communities and beyond. By articulating the personal, institutional, and global complexities, the narratives inform our understanding of how ELT teachers navigate the path to leadership. Contributors are: Tasha Austin, Lena Barrantes-Elizondo, Kisha Bryan, Quanisha Charles, May F. Chung, Ayanna Cooper, Tanya Cowie, Taslim Damji, Darlyne de Haan, Su Yin Khor, Sarah Henderson Lee, Gloria Park, Ana-Marija Petrunic, Doaa Rashed, Kate Mastruserio Reynolds, Teri Rose Dominica Roh, Mary Romney-Schaab, Amira Salama, Cristina Sánchez-Martín, Xatli Stox, Debra Suarez, Shannon Tanghe, Lan Wang-Hiles, Marie Webb and Amea Wilbur.

This book is a unique primer for school professionals, educators and policymakers to develop a solid understanding of the domains essential to cultivating and sustaining successful schools. It also provides essential reading for researchers interested in these issues more broadly.In response to various sensationalist discourses around schooling that dominate both mainstream and social media, the authors draw upon both long-standing and up-to-date research from around the world to present a more accurate, holistic, and optimistic approach. The book identifies the key domains that are necessary to address concerns in equity, leadership and teaching for enhanced student learning and wellbeing. Specifically, these domains relate to: (1) system-wide approaches to enhance school performance; (2) building teacher capability for student learning; (3) educational leadership as a vehicle for leading learning; and (4) building community ‘infrastructures'for equitable, place-based learning. The book can be used in several ways: each chapter can be read as a stand-alone overview of key areas for school improvement. The broad topics are important jigsaw puzzle pieces that are necessary to ‘see the whole picture'of a successful school/system. Each chapter includes ‘Key messages'and ‘Ways forward'and closes with extension questions to further guide thinking through the ‘big ideas'presented in each chapter and how they are relevant to different schooling and policy contexts.Grounded in research into productive and proactive system and school practices from around the world, this book ensures professional educators are equipped with the latest research and practice, without being overwhelmed by the detail.

Develop your skill set as a teacher and unlock your hidden leadership potential. Packed with insights from veteran teacher leaders, this book equips educators with six dynamic practices to improve their leadership skills, build expertise, and inspire their peers. Discover how, even without official titles, teachers can amplify success in the classroom, develop a growth mindset, and become agents for change and school improvement. This book helps K–12 teachers: Realize that teacher leadership is inherent in the practice of teaching Learn how to become change agents in their schools Build relationships with other educators in order to sustain personal and professional growth See the importance of supporting resilience and self-care in themselves and students Use in-depth reproducible exercises to reflect on each dynamic practice Contents: Introduction Chapter 1: Focus on Your Purpose Chapter 2: Grow as a Teacher and Leader Chapter 3: Effect Change Through Collaboration Chapter 4: Build and Sustain Healthy Relationships Chapter 5: Take Care of Yourself Chapter 6: Cultivate a Growth Mindset Epilogue References and Resources Index

This book provides new and experienced Special Educational Needs Coordinators (SENCOs) with a critical approach to understanding the importance of outstanding leadership of Special Educational Needs and Disabilities (SEND) and how to effectively meet the current SEND policy requirements.Closely informed by the statutory guidance for SENCOs, this book covers all aspects of this challenging leadership role within the school. It provides a principled approach to understanding the challenges and complexity of SEND within the current context. Through concise summaries of policy and current research, critical discussions, reflective activities, case studies as well as practical examples, it helps the reader engage more deeply in critical thinking about the effectiveness of current practices in their own school setting and ways to develop them further for the future. Alison Ekins and Lorna Hughes establish that outstanding leadership in special educational needs is not something that can be achieved just by a single individual. The SENCO has a key role in enabling and empowering everyone in their school setting to understand SEND and engage actively in the development of more inclusive systems to meet the needs of diverse pupils.Outstanding Leadership in Special Educational Needs, will, therefore, support everyone involved in education to develop their understanding of SEND. It is key reading for teachers, educational leaders and policymakers.

Arising from new research of members of the International Successful School Principalship Project, this book presents cases of school and leadership success from across 12 countries. It provides critically informed writing, informed by ecological systems theory, which questions the uncritical application of single lens, adjectival leadership models, challenges critical theorists'views of teachers'and leaders'as necessarily compliant with so-called neoliberal policy agendas. In their place, the chapters provide compelling evidence not only of who successful leaders are and what they do, but how they do it as they meet and manage the challenges of building and sustaining success in uncertain times in a range of cultures and social contexts. In these schools, principals assert their broad educational values, professional identities, agency and resilience, drawing upon a range of strategies, technical and human relating qualities and skills in building and sustaining success for all. Whilst they acknowledge the influence of cultural, policy, and community contexts, they are not oppressed by these. The chapters provide a brief description of country and school contexts, the life and work of the principal, their leadership strategies and how they contribute to teacher wellbeing and teaching quality, leadership development in others, pedagogical leadership, cultures of trust, and community engagement. There is also consideration of how school leaders manage tensions and dilemmas, how success differs from effectiveness, and the characteristics and qualities of leaders that lead to success. It is a book which will stimulate school leaders and aspiring school leaders to consider more deeply their own work and its directions. For researchers and system leaders, it provides multi-level, multiple perspective case studies as part of the largest international educational leadership project ever undertaken. It is a ‘must read', rich, timely professionally connected book. ​

This book redefines leadership in early childhood education (ECE), offering fresh theoretical insights and practical approaches.Delving into the challenges of the workforce in the ECE sector, this book unravels the narrative of leadership development. It underscores the importance of leadership practices in maintaining process quality within ECE, which significantly impacts children's academic, emotional and social outcomes and life trajectories. The book presents novel conceptualisations of leadership, shedding light on factors that enable and constrain leadership development through the theoretical frameworks of complexity leadership theory and the theory of practice architectures. It also provides practical strategies for cultivating leadership within early childhood organisations. Through interviews and case studies, the book brings to life the experiences of ECE leaders, amplifying important themes and experiences.This book is an invaluable read for educators and leaders around the world, providing inspiration and guidance for their leadership journey. It is also an empirically based must-read for lecturers and students in the higher education sector.

This practical guide helps school leaders leverage the power of AI to explore possible solutions to problems and generate actionable steps toward positive change. Imagine a world where educators can boost their productivity, task management and overall well-being with the aid of an AI assistant. In this groundbreaking book, an experienced school leader offers practical strategies for leveraging AI to support a more efficient and effective way to work.The 62 strategies in this book will help leaders – including those with limited technical knowledge – use AI tools to address critical aspects of leadership in education, such as collaborative decision-making, building relationships and trust, personalized professional learning, data analysis and improvement, and parent and community engagement.Featured examples show how using AI can speed up or eliminate administrative tasks, leaving more time for human interaction. With detailed prompts and instructions on how to write them, the book offers fun, innovative ideas that promote work-life balance and sustainable wellness in leadership roles, with strategies for managing workload and fostering personal growth.The book:Follows a structured format, with each example offering a problem, solution, action steps, acceleration tips and cautions. Shows how to formulate effective AI prompts that yield accurate and meaningful responses from AI tools. Addresses safety and ethical considerations, highlighting potential risks, challenges and cautions school leaders need to be aware of when using AI-powered solutions. Whether you're an experienced leader or just starting out, this book equips you with the tools and insights needed to lead with confidence, collaboration and compassion. Stay ahead of the curve and embrace the transformative potential of AI with this essential resource.Audience: Education leaders and administrators

Framed by real stories and grounded in research, the third edition of Transformative Leadership in Education presents an alternative approach to leadership that is engaged, active, and courageous. Noted scholar Carolyn M. Shields once again explores the concept of transformative leadership theory and its potential to create learning environments that are inclusive, excellent, equitable, and socially just, as required by the United Nations Sustainable Development Goal 4, even in the face of the volatile, uncertain, complex, and ambiguous world of education today. Chapters combine contemporary research findings with stories of schools, leaders, students, teachers, and community members to demonstrate that transformative leadership can promote academic achievement, family and community empowerment, democratic engagement, and global citizenship. This exciting text will appeal to all aspiring and practicing leaders who want to create organizations that are equitable, inclusive, and excellent and that prepare students to be successful, caring, and engaged citizens of the global community.New in this edition: Discussion of the United Nations Sustainable Development Goal 4: “to ensure inclusive, equitable and quality education and lifelong learning for all.” Updated end-of-chapter guiding questions to help readers reflect on their own practice and to apply the concepts in their own contexts. Enriched discussion of the interrelationships among the eight tenets of transformative leadership and leading for social justice, with a separate chapter for each tenet. Elaborated discussion of the need for reflection, grounding, and action on the part of transformative leaders. Updated and expanded discussion of current topics such as refugees, transgender students, and historical roots of concepts like Islamophobia and anti-Semitism. A survey to identify leadership beliefs and actions about equity and inclusion. Support Materials to prompt further dialogue and reflection downloadable at www.routledge.com/9781032734002.

This book foregrounds postcolonial theory as a lens through which to explore the concept of ‘global heritage'and argues that the meso-level spaces of institutional ethos and cultural pedagogy must take an active role in the pursuit of cultural equality.Through interviews and accounts of observational, empirical data, chapters draw attention to how the cultural capital of Global Majority students is institutionally positioned as a racialised and inferior cultural capital that is constantly required to ‘prove itself'in the Western school. Ultimately, the book contributes to international discussion on decolonising education and the spaces within in order to enact change, further the field, and more precisely to recognise the importance of global heritage as vital to a transformative understanding of the West's cultural identity within a globalised world.This book will appeal to scholars, researchers and post-graduate researchers in the fields of multicultural education, school leadership, management and administration, and education policy and politics more broadly. Those interested in social justice, ideas of cultural and racial equality, and the sociology of education more broadly will also benefit from the volume.

Principals know all too well the complexities of effective school leadership. To successfully navigate the journey's ups and downs, you'll need to rely on the appropriate gear. In The Principal's Backpack, Nancy Karlin Flynn draws on her background as a hiker and her experience leading schools to provide ways to not only survive but thrive as a school leader. K–12 principals will: Create a mental map for health and well-being with tips on getting organized, setting goals, decision making, and finding their purpose Focus on psychological safety, know the laws, discover their strengths, create a network, and study their boss Benefit from a wide variety of reproducible templates, handouts, models, paradigms, strategies, inventories, activities, and surveys Build tactics on self-management and being mindful, staying calm, keeping their balance, using listening skills, expressing themselves, and stretching their limitations Understand effective, realistic ways to engage in physical and emotional self-care Learn how to unpack the events of the day by giving themselves some grace, having moments of self-reflection, laughing about it, recharging, and celebrating Contents: Introduction Chapter 1: Mapping Your Route Chapter 2: Packing Your Bag Chapter 3: Navigating the Trail Chapter 4: Unpacking Your Bag Conclusion References and Resources Index

Effective Use of Collective Peer Teaching in Teacher Education investigates the learning benefits of letting students assume leadership roles in the classroom, emphasizing both theoretical analysis and firsthand empirical research conducted with pre-service teachers.Building on Vygotsky's (1987) sociocultural theory of human learning and research on collective intelligence, this volume introduces peer teaching as a pedagogical practice with a significant and underexplored learning potential. The first part of this book focuses on findings from two separate teacher education programs, while the second analyzes the learning processes through three conceptualized learning positions: peer teacher learning, peer student learning, and collective peer learning. Investigating the balance and interaction of these processes, this book argues that teaching and learning cannot at length be separated from each other and discusses the practical implications of this idea.This book will appeal to researchers, faculty, and teacher educators with interests in theories of learning and international and comparative education. Its crucial insights into how learning can be maximized in the classroom will provide a nuanced picture of the complexity of learning processes.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Mindful Educational Leadership unpacks the literature of mindfulness as it applies to K12 school leadership. Crossing disciplinary and theoretical boundaries, scholar and mindfulness coach Sharon Kruse explores mindfulness in three complementary research and philosophical traditions—contemplative, cognitive, and organizational—and applies it to school leadership. This book explores how these perspectives complement and inform each other and the ways in which understanding each can inform decision making, school/community engagement and responsiveness, and advancing equity in school organizations. Full of authentic examples, stories, and models of mindful leadership from real educators, this volume helps readers become more mindful and effective in their practice. An exciting resource for aspiring educational leaders, each chapter also includes supporting resources for study, practice, and reflection on key concepts.

This book examines the evolution of schooling from bureaucracy and hierarchy to post-industrial schools, and places teachers'leadership on center stage at the same time. That is, it asks teachers to deepen leadership in their classrooms and with other teachers. The book carries education and schooling from formal control to a social influence process and addresses the deeply rooted difficulty of focusing too much energy on content. It reveals the strong power of internal and external context and helps educators implant the idea of the school not as a fixed, immutable home, but as a relatively deep social process. It shows how co-leadership comes alive in schools. Communities of schooling is one of the three most critical developments in education in the last 140 years. When it is linked with the two other fundamental reorientations in schooling - “dispersed ownership” and “constructivist work” - it becomes the most powerful force in education since the 1700s. This book shows how communities of schooling replace the earlier pillars of “learning as telling,” “hierarchy of control,” and “non-democratic influence.” The work also explains the meaning and understanding of school work as a social influence process where all school-based educators exert power, but at different levels. The idea of enhancing individual and collective capacity through interdependency, shared work, and collective responsibility is unpacked.

What skills are needed to ensure success as a school leader today? How do you ensure great teaching and learning is happening in your school? How do you build leadership capacity within your teams? To answer these questions, the authors combined up-to-date research with their own leadership experiences to assemble fifty essential principles that will help school leaders focus on what is most important.This book provides clear, concise, and valuable advice for school leaders and their leadership teams. Each principle is paired with a case study that places each one in a real-life context. The Elements of Education for School Leaders is an essential resource for anyone who wants to lead an effective school.

This book introduces theories of educational leadership and management and provides examples of their translation into practice. Many students studying education no longer go directly into teaching, but instead follow a diverse range of careers associated with the education sector more widely: local authorities, think tanks, charities, school trusts, administrative, and managerial roles. This book highlights and explores these diverse pathways. For staff in schools who are currently on a National Professional Qualification (NPQ) this book gives an overview of differing leadership pathways, including senior leadership (NPQSL) and headship (NPQH), whilst also discussing the impact of system reforms (NPQEL).Topics covered include: strategies for leadership across primary, secondary, and higher education settings school leadership and management through the challenges of the pandemic and beyond equality and diversity and inclusive practice non-teaching leadership roles By offering an introduction to leadership and management discourse not usually encountered until postgraduate study, this lively and accessible book is an essential read for all students of Education Studies as well as those embarking on CPD or National Professional Qualifications.

Countless technology tools are available to teachers and coaches, but integrating technology in the classroom in a purposeful way is challenging. In this book, the authors cut through ed tech jargon and frameworks to help you employ ed tech tools strategically. Explore moves, or instructional strategies, both familiar and new, that facilitate student inquiry, dialogue, critical thinking, and creativity. This book will help K–12 teachers, principals, and instructional technology coaches: Improve their understanding of ed tech tools and frameworks Explore both familiar and new instructional strategies or moves Learn to employ ed technology tools in the service of instructional strategies Align instructional strategies with new tools and with International Society for Technology in Education (ISTE) Standards for Students and Educators Apply strategies and tools across learning modalities, including in-person, remote, and hybrid learning Contents: Introduction Chapter 1: A Closer Look at Teacher Leadership Chapter 2: A Collaborative and Connected Culture Chapter 3: Research and Professional Learning to Meet Student Needs Chapter 4: Renewal and Improvement of Instruction and Student Learning Epilogue: Advocates in the Classroom References and Resources Index

Learn how to effectively lead and make an impact in early childhood and primary school settings. The New Leader's Guide to Early Childhood Settings explores how to empower educators and caregivers, advocate for early intervention, promote culturally responsive teaching, and confront common fears and hurdles. Packed with helpful resources and strategies, chapters feature key tips about effective communication, leveraging technology, and questions for reflection. Practical and accessible, this engaging guidebook delivers quick, effective advice whether you're just starting out or are an experienced leader newly jumping into the early years.

In diesem Open-Access-Buch wird Schulleitungshandeln im Kontext einer nationalen Reformumsetzung (Neue-Mittelschul-Reform) betrachtet. Dabei fokussiert die Arbeit auf den Ansatz der responsiven Führung. Dieser Zugang hilft, die unterschiedlichen Antwortgeschehen abzubilden, die Schulleiter/-innen entwickeln, wenn sie in ihren Entscheidungen bzw. Schulentwicklungsprozessen auf fremde Ansprüche (z.B. Reformen) reagieren. Insbesondere wird in dem vorliegenden Buch die institutionelle schulische Umwelt mit ihren Anspruchsgruppen in den Blick genommen. Die Analyse stützt sich dabei auf qualitative Befunde, die im Rahmen des Projekts Modellregion Bildung Zillertal entstanden sind.

Schools are increasingly expected to improve mental health and well-being and academic outcomes for students. However, the debate about well-being and school improvement is often unhelpfully polarised with attachment-informed and restorative-justice approaches pitted against structures and systems that instil discipline. This book seeks to take a ‘middle way', looking at how these perspectives might complement one another, and argues that healthy teacher-student relationships require an adult that is both attuned to their students'needs and able to hold boundaries with them.Setting out conception of leadership that is clear, compassionate, and self-aware, Leading Mindfully for Healthy and Successful Schools draws on therapeutic and educational research to identify key strategies for improving well-being across schools that are sustainable in the long term. This book is divided into three sections – Leading Yourself, Leading School Culture and Leading in the Classroom – and the chapters cover the following: Interpersonal neurobiology and the role that attachment plays in our work Self-care and how this can be built into school life The role of structures and relationships Building trust Radical inclusion Building calm and effective classrooms Healthy adult authority Including reflective activities, thought-provoking case studies and key takeaways for every chapter, this is an essential read for all current and aspiring school leaders.

A Leadership Playbook for Addressing Rapid Change in Education provides educational leaders with a simple, step-by-step approach for addressing rapid change. Drawing on the model of appreciative inquiry, this book provides detailed examples of educational problems and provides the who, what, where, when, why, and how to achieve change. Author Teresa L. San Martín emphasizes the traits of outstanding and exceptional leaders: trust; collaborative efforts; communicating with empathy and care. Detailed play-by-play examples are provided that show how school administrators are able to solve relevant problems of practice such as how to create productive and focused high school teacher teams, how educational leaders can increase teacher retention, and how district administrators can provide innovative and meaningful staff development opportunities. This timely book—which supports educators as they continue to grapple with the effects of the pandemic—provides real solutions, equipping school administrators with the tools necessary to confront perpetual change occurring in today's complex educational environment.

Offering a vital, critical contribution to discussions on current perspectives, practices and assumptions on Islamic education, this book explores the topic through a wide range of diverse perspectives and experiences. This volume challenges current assumptions around what is known as Islamic education and examines issues around educational leadership based on Islamic principles to confront xenophobia and Islamophobia in educational systems, policies and practices. Arguing for a new term to enter the discourse – ‘Islamic-based'educational leadership – chapters approach the issue through critical reflexivity and diverse perspectives, addressing issues such as the higher education of immigrant students around the globe and the rising tensions in Muslim and non-Muslim populations. Exploring topics ranging from the leverage of leadership to religious education, this text brings together a wide range of case studies, experiences and examinations to shed light to the different approaches of Islamic-based educational leadership, administration and management.This book will support researchers, doctoral students and scholars involved with multicultural education, school leadership and management studies, and education policy and politics more widely to explore new theories and practices that pave the way for future educational systems to meet faith-based demand in the school choice era.

Stop apathy in its tracks with the 5 C's of engagement Disengagement, disenchantment, distress—the three'D's'of many post-pandemic schools. If we are to find our way back from this brink, every student, teacher, and leader must relearn how to lean in. It's time to focus, know one another, and stop chasing so many initiatives. It's time to shake things up so learners want to participate. From faculty meetings to student conferences, casual greetings to grading, you can learn to use practices that most powerfully reflect the Five C's of Engagement: Connections — feeling known, valued, and tethered to others Conditions — being able to learn in a stable environment in which expectations are high Challenge — engaging in an endeavor knowing your'high jumps'in terms of intellectual and creative risks will be supported Control — the privilege of learning with a balance between ownership and support Collaboration — deepening one's knowledge and identity as a learner by being skillful at relationship-building Our students are looking to us as the grownups in the room to model what it looks like to belong, believe, and balance high expectations with compassionate support. With Confronting the Crisis of Engagement in hand, you have the guide to make that happen.

Expert-led, interdisciplinary, and international in scope, this insightful book aims to increase the representation and leadership potential of women working in academia, examining the intersection of multiple inequalities with a specific focus on gender, age, ethnicity, and disability. A carefully crafted response to educational inequalities, the volume posits an invitation for dialogue around what it means to have success in higher education.This book expands the reader's understanding of leadership in academia and the challenges specific to individual career pathways, offering a plethora of practical tried-and-tested strategies that individuals and institutions can adopt to create a more equal and socially just academic climate. Designed to encourage reflection on potential strategies and how they could be implemented, the ten co-authored chapters include first-person narratives, case studies inspired by interviews with academics, and links and recommendations for further reading. The personal accounts of the authors are enriched with those of other academics who have faced challenges in career progression. Each chapter is structured as a conversation between the authors in relation to an inequality issue, with a summary of scholarly literature and studies on the topic, followed by strategies successfully applied in practice. Strategies presented are firmly rooted in the everyday reality of working as a researcher, higher education lecturer, or academic administrator.This book is ideal reading for any minority working in higher education interested in promotion processes, equality and diversity in the workplace, and mentoring. It will also be of interest to providers of academic leadership courses, organisations, and institutions promoting gender equality in higher education, supporting women's careers, and improving the representation, progression, and success of Black, Asian, and Minority Ethnic (BAME) staff and students within higher education.

This book results from interviews conducted with higher education leaders in Australia, New Zealand, Canada, the US, and the UK. It gives the reader a deep and personal insight into what leaders faced in transforming their universities through the financial shocks, changes in learning practice, and returns to new ways of working accelerated by the upheaval of the COVID-19 pandemic.The features of the book are a series of reflections about issues faced by leaders, recorded, analysed, and reflected on at the time they happened. These are combined in an overall theoretical framework, also informed by other scholarly work in the field, to allow the reader to understand what has happened to our universities and what they will and must do next.For leaders, staff, students, and employers, the book will give an in-depth context, analysed into a simple agenda, to frame future expectations of the changing world of higher education and its implications for leadership in this and other sectors.

Leading maths at any school is a unique challenge and comes with pressures not experienced in many other subject areas. The relatively abstract nature of the subject content, combined with the contrasting societal and parental attitudes to mathematics, can complicate communication and stifle progress. Most pupils and parents will recognise the importance of maths but many feel it's perfectly acceptable to be'no good'at it. Leading maths in schools is about managing these contradictions and getting the very best out of every teacher and pupil. Offering a fresh perspective and practical strategies for maths teachers and leaders at any level, Leading Mathsexplores how to make the most of a maths leadership role and manage the daily pressures and demands that come with it. Backed up by specific examples from fifteen years of experience leading maths, Peter Mattock goes on to examine the more long-term, strategic view of maths leadership, including how leaders can work with their teams to develop high quality mathematics teaching and learning for all pupils. The book covers day-to-day issues that arise when leading maths, in particular results and accountability, as well as difficult situations more generally. It offers useful takeaways at the end of each chapter, with a summary of key points and advice from the chapter. Leading Maths explores how to manage an inspection, developing improvement plans and the appraisal process, before touching on taking maths leadership beyond one specific school and into system leadership. In addition to Peter's insight, Leading Maths also contains contributions from other experienced maths practitioners, including Becky Lawrence, Jemma Sherwood, Rhiannon Rainbow and Dave Tushingham. Becky examines some of the specific approaches to leading primary maths, whilst Jemma does the same from her perspective as a maths lead across a large multi-academy trust. Rhiannon and Dave then go on to discuss how to manage significant change from their experience of adapting curriculum and CPD during the COVID pandemic - including the beginnings of their (now famous) book club. An essential guide for current, new, or aspiring maths leaders.

This book provides contemporary knowledge on school effectiveness and proposes strategic interventions for enhancing it. It focuses on improving academic leadership for enhancing the effectiveness of schools and discusses how national education policies are helpful in providing a vision towards improving school effectiveness.It highlights the role of teachers as academic leaders in the implementation of policy recommendations at school and classroom levels. It offers methods and mechanisms for academic leaders to measure the learning of students for school assessment. The author also discusses how academic leadership involves creating a vision and mission based on science and research data for the organisation, inspiring innovation and creative ideas, developing teamwork, and a safe environment for staff to express their views. While providing an understanding of school as an organization, the volume outlines its management functions such as processes and quality of planning, management of curriculum, learner evaluation, institutional networks, and human resource management, among others. The volume is a guidebook for training and capacity building for school-level practitioners and leaders in education management.Embedded with real-life cases and episodes, this volume will be of interest to teachers, students, and practitioners of education, management, and education management. It will also be useful for academicians, educationalists, practitioners, management professionals, educational leaders, and policymakers.

A powerful school culture can unite staff in a common vision, shape positive behaviours and attitudes, and create the conditions for the staff body to work as one. As the recruitment and retention crisis deepens, staff culture is more important than ever. This book explores how schools can develop a culture where individuals take pride in their work and actively seek and embrace development and challenge, seeing the big picture of the school and cherishing their role in it.Drawing on key ideas from systems theory, psychology, anthropology, business and philosophy, this book explores the key ideas we need in order to understand culture and the concrete steps we can take in order to intentionally develop our staff culture in a positive direction. Each chapter features powerful input to strengthen our understanding alongside probing reflections to guide our own development.Written by a leading practitioner and designed to support reflections and planning for concrete actions, this is essential reading for school leaders and head teachers wanting to develop an authentic, powerful and positive school staff culture.School Staff Culture benefits from a completely free school development package, with session plans, slides and resources to structure a programme of sessions for leadership and specialist culture teams. The package supports the input, reflection, discussion, evaluation and contextualised application and review that will really bring the ideas in School Staff Culture to life in a school, and can be downloaded from www.routledge.com/9781032121963.

Strong school leadership is critical for shaping engaging learning environments, supporting high-quality teachers and teaching, and influencing student outcomes. Developing Expert Principals offers a comprehensive research synthesis to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals'preparedness and practices to staff retention and student achievement. This book also offers vivid examples of high-quality programs and examines the extent to which principals have opportunities to participate in effective learning experiences. It examines the policies that drive both the development of high-quality programs and access to them, highlighting successful examples across the country. With practical recommendations throughout, this book is a key resource for educational leaders, faculty and scholars of educational leadership, developers of leadership preparation and training, and policymakers who seek to create a learning system that will better serve principals, the staff they support, and, ultimately, all children. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial (CC-BY-NC) 4.0 license.

Leadership for Safe Schools is every school and district leader's guide to developing practical policies and carefully designed action plans to ensure that K–12 students are physically and psychologically safe, secure, and supported. With today's students experiencing soaring rates of depression, anxiety, trauma, loneliness, and suicidality—in addition to the effects of the COVID-19 pandemic and the normalization of school shootings—school personnel desperately need multifaceted approaches that decrease violence, facilitate social connectedness, and promote emotional well-being. This book's proactive, preventive, and responsive Three Pillar Model offers a coherent framework for creating safe and supportive schools and fostering student mental health.Each chapter guides school leaders and administrators to implement evidence-based interventions and strategies, including: strategies for school safety, threat assessment, suicide prevention, and anti-violence efforts easy-to-apply improvements to school climate and culture social supports for diverse students, including the marginalized, victimized, and at-risk effective partnerships with families, communities, and other spheres of influence principles from positive psychology and social-emotional learning research-based strategies for trauma-informed care and crisis response Whether you are a principal or superintendent; a school psychologist, counselor, or social worker; or a school resource officer, nurse, or proactive teacher, this book will be your all-in-one inspiration for fostering resilient learning environments and implementing multi-component prevention and intervention strategies to support students'mental health.

Being an Effective Programme Leaderin Higher Education is a practical guide designed to help navigate the complex academic, pastoral, and administrative challenges that come with working in this position.This book looks at topics such as leadership, personal tutoring, and academic and student support mechanisms from the unique perspective of the programme leader. It gives suggestions for effective ways to lead a programme, incorporates practical advice on some key leadership skills, and offers proven strategies from across various contexts within the role. Vignettes, which include descriptions of authentic situations provided by programme leaders, sit alongside probing questions to prompt reflection for professional development.This practical text is a must-read for programme leaders working in higher education and provides the guidance necessary to help them create an environment that is inclusive, caring, compassionate, and supportive.

This book focuses on the impact of teachers'leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.

In this transformative narrative, Carlos R. Moreno explores what it means to develop Leadership Soul by approaching educational leadership with love, care, and vulnerability.In Finding Your Leadership Soul, Carlos Moreno shares his journey from a challenging childhood in the Bronx, to teaching and advising at an innovative high school, to serving as co-executive director for Big Picture Learning, an organization that works to advance equitable, student-centered education. Along the way, he introduces several young Black and Latino men he had the privilege to work with—students who came from backgrounds similar to his and who helped shape his philosophy of leadership. He mines lessons learned from his connections with these young men and distills those lessons into practical application. His aim is to inspire others to join him on the effortful but indescribably vital quest to develop Leadership Soul.Leadership Soul draws on three principles—lead with love, lead with care, and lead with vulnerability—to counter conventional leadership archetypes that promote inequity and fail to meet the needs of all students, especially those marginalized by systemic prejudice and socioeconomic circumstances. The book is a powerful and poignant guide to engaging in inclusive, equitable leadership—to developing your own Leadership Soul.

Role of Leaders in Managing Higher Education highlights the importance of leaders in educational institutions. Showcasing a richly diverse authorship, the collection discusses the autonomy of faculty members based on bonds created through ethics, the style of leadership, and the concept of democracy and social justice. Emphasizing that higher educational institutions need to look beyond regular extrinsic motivators to ensure employee engagement to mentor students effectively, the chapters also explore the concept of the glass ceiling and regressive cultures that poses impediments to women as leaders in universities and other educational institutions.

Why Context Matters in Educational Leadership: A New Theoretical Understanding is unique in the field of educational leadership studies. This book offers a systematic account of educational leadership from the perspective that context matters. It argues that studies of leadership in education can only progress if the importance of context is understood and presents context as a set of constraints under which leadership is exercised.A theoretical book that offers at last three major challenges to dominant positions in the field in a systematic way, it provides a new, coherent, and more realistic way to think about leadership in context.The chapters offer concrete steps for complex problem-solving in schools and will help schools tailor solutions to local constraints and circumstances. Written by leading scholars Colin W. Evers and Gabriele Lakomski, this book will be essential reading for students and researchers working in the fields of education, educational administration and leadership.

Feel empowered during your first year as a team or department leader by applying the concise tips and tools in this book.Author Stephen Katzel shows you how to create an effective system to integrate into a new leadership team, create meaningful professional development, facilitate parent conferences, coach teachers, interview for your next role, handle difficult situations, and more!Perfect for beginning leaders, the book's examples, anecdotes, and practical tools are quick and easy to implement and will help you get off to a strong start on your leadership journey, where you can broaden your impact beyond the classroom and help others succeed.

Who would be a school principal these days? Alarming school issues appear daily in the media and there are reports of ever-increasing workloads impacting stress levels of principals, resulting in high attrition rates. As the role complexity increases and demands surge, would-be applicants must consider deeply their ambitions, their capacity and their knowledge about what it means to become a school principal. Fortunately, some teachers still consider becoming one, as, more than ever, our schools, our teachers and our students need great leaders. Theory, research-informed guidance and practical advice based on experience is gathered here for aspiring principals by a former school principal, now researcher in educational leadership. Topics of leadership skills development, self-care and wellbeing, the role of a mentor, effective career planning, and practical application advice are interrogated through reflective activities to probe motivations, aspirations and leadership career goals. The book can be used independently, as part of postgraduate study or during conversations with a mentor. Uniquely, this book also provides insights and pertinent advice from other current and former principals, and senior education executives predominantly in the Australian context. These rich personal narratives provide practical advice and, in their own individual ways, portray the realities, including the joys, of the job. What is experienced by principals in Australian schools, however, has significant alignment with what is facing school leaders in countries around the world. The maintenance of leadership pipelines must continue to be a focus worldwide to ensure that students are in schools led by great leaders.

“This volume combines specific recommendations, observations, and takeaways filled with candor, humor, and uplifting stories for one of education's most challenging roles.”—FROM THE FOREWORDAn indispensable manual for the most demanding position in higher education, The College President Handbook supports campus leaders in becoming powerful and effective stewards of their institutions.This comprehensive guidebook offers clear counsel in the form of candid essays by highly regarded current and former college and university presidents from across the nation. It pairs their expert appraisals with research and data to examine the critical issues that define the role today.The book's contributors acknowledge the broad skill set that presidents, and their executive teams, must cultivate in order to achieve success. Beginning with a macro view, the contributors address the universal questions of vision that each higher education leader must consider critically and understand strategically: Why be a president? How should campus leadership engage with our board of trustees? What tone should our actions communicate to stakeholders?The book's chapters offer concrete tactical advice in a range of key leadership areas and emphasize essential career skills such as managing financial resources and strategic planning. The contributors speak to student-facing concerns as well as institutional interests, and discuss personal issues specific to the office, such as weathering controversy, attaining work–life balance, and planning for post-presidential life.Drawing on the unique expertise of peers and predecessors, this work will prove to be a core resource for anyone who is or aspires to become a president or chancellor in higher education.

'The monograph answers to the following questions: What connects the three concepts - a good teacher, a great teacher, and a teacher leader? How does the school administration perceive the link between teacher leadership and learning co- creation? What role and functions of the teacher do the school administration sees in implementing shared and distributed leadership? How is teacher leadership implemented through educational interactions with students in the classroom environment? How teacher leadership and creativity are interrelated? How learning co-creation through teacher and student educational interactions in a classroom is connected to teacher leadership?'--

If there is one thing that school leaders need to get right, it is school culture. When they do, children learn more and colleagues have a stronger sense of purpose - they are more motivated and ultimately more fulfilled. Creating a strong culture and a positive climate requires an understanding of the complexity of school life and this begins by building knowledge. This book supports leaders to do just that.Drawing on ideas from different domains, this insightful book reveals the role of concepts such as autonomy and trust in school improvement. Each chapter sets out the specific knowledge and expertise required by school leaders for great cultural leadership and offers practical examples and case studies to show how they can be applied in different school contexts.Creating a Strong Culture and Positive Climate in Schools is an essential lens through which to examine the common problems faced by school leaders. It is invaluable reading for all those wanting to become more expert in school leadership and to better solve the everyday problems that arise from leading a school.

This timely book explores how various feminist perspectives fruitfully explain women's experience of educational leadership, drawing on a contemporary conceptualisation of fourth-wave feminism that is intersectional and inclusive. The book asks which and whose feminist theory is used to explain gender and feminism in educational leadership, management and administration (ELMA): the scholar's, the research participant's or a combination of the two in the co-construction of knowledge from an intersectional feminist perspective. It conceptualises intersectional and inclusive feminist perspectives on educational leadership, theorising research through a Black British feminist perspective, a gender and Islamic perspective and a queer theory perspective, depending on the self-identification of participants. It explores digital feminism and men's pro-feminism. The book identifies feminist leadership praxis as a focus for future research and explores how leaders can draw on funds of knowledge, identity cultural wealth and lead and educate diverse populations of students. Highlighting the importance of intersectional feminist perspectives in ELMA, the book will appeal to scholars, researchers and postgraduate students in the fields of inclusive educational leadership and management, gender studies and feminism.

Transformative Education aims decisively to transform the world of education and to nurture the next generation to become problem-solvers and creative thinkers, empowered with the necessary skills to make this world a better place. It provides practical methods for sustainable, integrative, and active learning, and investigates ‘the why'behind these proven and effective methods.Discussing the different levels of subject integration in school, from intradisciplinary to transdisciplinary teaching, the authors analyse their potential holistic impact and knowledge retention effectiveness. With a substantial section on the efficacious teaching of the increasingly indispensable field of critical thinking, this book is built up first around a discourse of the intended methodology, secondly, it also includes a very practical mid-section with direct and meticulously described project ideas for teachers to try out, and finally a discussion and an analysis on what effects the proposed techniques might have and how teachers and students could be facilitated in their learning processes by school leaders and administrators.This pioneering endeavour is an important text for education professionals globally, as well as for the policy makers that regulate their work. It may also be of interest to parents and to a wider society.Additional digital resource content is available online and includes practical examples, explanations and video to help support sustainable, integrative and active learning.

Mobilised by the rousing words and protests of Greta Thunberg, young people all over the globe are calling for more action to combat climate change and better protect their futures. Yet they cannot do this alone. They are reliant on people in positions of power to set the necessary changes in motion - and these people include their own school leaders operating within their own local communities.This book is a rallying cry for all schools to unleash their potential to deliver a brighter future for both their pupils and society at large.David Dixon draws on both his doctoral research and his 20 years'experience as a head teacher to set out how school leaders can embed eco-friendly practices in the day-to-day running of their schools that will also contribute to overall school improvement, including that recognised by inspectors.David weaves his guidance around the'five Cs of sustainability'- captaincy, curriculum, campus, community and connections - to position sustainability as a natural vehicle for developing a type of fully integrated learning ecology and culture for the benefit of all.The book provides a detailed analysis of where we are now in terms of environmental impact, and lays out a road map to help schools move towards more effective eco-friendly provision. It shares practical examples of sustainability in schools and how these contribute to school improvement in the wider, more conventional sense too. Furthermore, each chapter concludes with a series of suggested strategies to encourage further thought and discussions among school stakeholders.Suitable for school leaders, teachers and teacher trainers - in both primary and secondary settings - and for any professionals who work in schools on environmental education or improvement projects.

This book examines the theoretical foundations relevant to existential issues in educational leadership and management, taking inspiration from Munch's painting The Scream. The book considers internationally relevant topics such as the growth of neoliberalism, globalisation, cultural shifts, forced migration and the digitalisation of the socio-cultural sphere and uniquely positions these crises as existential threats, rather than simply political, cultural, or social. The volume explores this complex set of dimensions in existential experience and outlines the implications for research and teaching in educational leadership. By exemplifying the narrative and introspective nature of existential research, the book addresses major aspects of the field including the impact such threats have on organisational studies, policy, administrative structures and practices, and leadership.This timely collection on existential issues in administration and leadership will appeal to academics, scholars, researchers, practitioners and policy-makers. It will also be of great interest for students in teacher education programmes and graduate courses in educational administration and leadership, organisation studies, and educational ethics for broad international use.

This exciting resource will help you build confidence in yourself as an educational leader. Written by an award-winning leader, this book encourages readers to use research-based strategies to lead in meaningful, authentic ways that make the greatest impact on students and staff members each day. Full of real-life stories and key takeaways, readers will walk away from this book with a better plan for reinvigorating their leadership skills and awaken the confidence within. Whether you are a future administrator, a new principal, or a veteran administrator, the seven key leadership themes in this book will guide you in influencing and implementing change to effectively lead your school.

Advanced Theories of Educational Leadership presents recent models of leadership and analyzes their components and implications in the educational context. Each chapter features the scholarly background of each model, its components, antecedents, and critically analyzes its values and application to educational institutions. Special attention is given to issues of social justice, equity, equality, anti-racism, and the like. This core text provides aspiring school leaders and administrators with each model theory, and tools for applying it with special attention to issues of social justice, equity, diversity, and anti-racism alike. The book designed in a form of a course textbook for postgraduate students in the field of Educational Leadership and Administration in studying each model. Also, it provides professors of educational leadership in teaching contents and methods in their courses about school leadership, school improvement, Educational Leadership Development, Superintendents'Qualification; School Leadership Professional Development, every chapter includes teaching tools, reflection questions and practice activities for students, in addition the book informs researchers, and policymakers aiming at promoting multi-faceted educational leadership for equity and excellence and robust models of leading, improving and changing schools.