School Leadership and Education System Reform
2nd Edition
Published on 23. September 2021
Book
Paperback/Softback
360 pages
978-1-350-17351-4 (ISBN)
Description
How can school leaders shape organisations that offer consistently high quality, rounded and equitable education in the context of rapid change? How can wider education systems support and encourage all schools to succeed in this way? What are the challenges and opportunities involved? What can we learn from existing evidence and research?
School Leadership and Education System Reform considers the ways in which school leadership and its practice has changed and developed in response to a rapidly changing educational context over the last decade. This new edition is substantially revised and updated, with ten completely new chapters. It includes contributions from a range of leading thinkers and researchers in the field of educational leadership and management. Theoretically and conceptually informed, the contributors draw on recent empirical research studies into leadership, learning and system reform in England and more widely to explore the key issues for contemporary school leadership and management in high-autonomy-high-accountability systems.
New chapters look at:
? System governance and lateral accountability in 'self-improving' school systems
? Leading curriculum development and accelerating progress for disadvantaged children in schools
? Effective deployment of teaching assistants/leadership for inclusion
? School collaboration, partnerships and 'system leadership'
? Securing improvement at scale, across multiple schools and across localities
? New conceptions of leadership, including ethical and invitational leadership
School Leadership and Education System Reform provides accessible but research and theory-informed chapters, each of which includes summaries and suggestions for further reading.
School Leadership and Education System Reform considers the ways in which school leadership and its practice has changed and developed in response to a rapidly changing educational context over the last decade. This new edition is substantially revised and updated, with ten completely new chapters. It includes contributions from a range of leading thinkers and researchers in the field of educational leadership and management. Theoretically and conceptually informed, the contributors draw on recent empirical research studies into leadership, learning and system reform in England and more widely to explore the key issues for contemporary school leadership and management in high-autonomy-high-accountability systems.
New chapters look at:
? System governance and lateral accountability in 'self-improving' school systems
? Leading curriculum development and accelerating progress for disadvantaged children in schools
? Effective deployment of teaching assistants/leadership for inclusion
? School collaboration, partnerships and 'system leadership'
? Securing improvement at scale, across multiple schools and across localities
? New conceptions of leadership, including ethical and invitational leadership
School Leadership and Education System Reform provides accessible but research and theory-informed chapters, each of which includes summaries and suggestions for further reading.
Reviews / Votes
Never has leadership mattered more, nor have the outcomes of schooling received such scrutiny. This book is timely. Congratulations to Peter Earley and Toby Greany and their stellar team for giving these two topics a thorough, rigorous and contemporary workout. * Helen Wildy, Emeritus Professor of Education, University of Western Australia, Australia * This timely update offers work of significance and interest that will engage a very broad cross section of readers. Whether you are just entering a career in education, undertaking research, in a leadership role, a policy maker or just interested, the work here offers several important perspectives from key leading thinkers that will both challenge and engage. * Gary Husband, Lecturer in Professional Education and Leadership, University of Stirling, UK * The first edition of the Greany and Earley book was exceptional, because it included so many expert voices from the leadership field. This new edition is even better, because the authors have provided updated research that encompasses the many changes that education has seen in the recent past. It is a book that needs to be read by current and future leaders! * Laura Trujillo-Jenks, Associate Professor, Texas Woman's University, USA * Reading through this edition made me realise how quickly things change, and how important it is to stay connected with leadership research and the strides made in understanding system reform. This edition retains the strengths of its predecessor - the detail, the range, the research and the insights - but updates these beautifully. It's a pleasure to read. * Allan Walker, Chair Professor of International Educational Leadership, The Education University of Hong Kong, Hong Kong * Within this book there are real gems and some interesting accounts of professional learning, leadership and the challenges of being a GEN X leader ... It brings together many well-known authors, it covers a wide range of topics and it traverses a great deal of leadership territory. * Journal of Research in International Education, of the first edition * A considerable strength of the book is the range of 'voices' included in the thirty-two authors of the twenty short chapters: academics, teachers, leaders from a range of organisations, several of whom are 'boundary-crossers' between the worlds of research, policy and practice. * Journal of Education Policy, of the first edition * The wide international research experience of Earley and Greany, drawing on the sector-leading abilities of colleagues at the IOE, has brought together a series of chapters which will be of relevance to national and local policy makers, education leaders, researchers, academics, students and practitioners ... [A] very readable compendium of current thinking on the policy and practice of system reform. * Wales Journal of Education, of the first edition * Several authors have contributed their expertise on leadership, giving different perspectives on what leadership can look like, which makes this book incredibly strong. For academics and graduate students teaching and learning in leadership programs, this book is a gem! * Laura Trujillo-Jenks, Associate Professor, Texas Woman's University, USA, of the first edition * Highly relevant for school leaders, evidence-based, and theoretically robust, this new book contextualises and synthesises international perspectives on the contemporary challenges of improving the learning opportunities and outcomes of young people. * Helen Wildy, Professor and Dean of the Faculty of Education, University of Western Australia, Australia, of the first edition * This volume provides an interesting and detailed selection of thoroughly researched and well written chapters that speak to a broad cross section of those interested in education. Students, academics, practitioners and leaders alike will find something of use and interest in these pages. Tackling some of the more difficult subject areas, this book does not shy away from critique and provides many interesting points for continued thought and consideration. * Gary Husband, Lecturer, University of Stirling, UK, of the first edition *More details
Edition
2nd edition
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
College/higher education
Illustrations
10 bw illus
Dimensions
Height: 244 mm
Width: 170 mm
Thickness: 22 mm
Weight
680 gr
ISBN-13
978-1-350-17351-4 (9781350173514)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Toby Greany is Professor of Education and Convenor of the Centre for Research in Educational Leadership and Management at the University of Nottingham, UK.
Peter Earley is Professor of Education Leadership and Management in the UCL Centre for Educational Leadership, IOE, UCL's Faculty of Education and Society, University College London, UK.
Peter Earley is Professor of Education Leadership and Management in the UCL Centre for Educational Leadership, IOE, UCL's Faculty of Education and Society, University College London, UK.
Content
List of Figures
List of Tables
Notes on Contributors
Foreword, Viviane Robinson (University of Auckland, New Zealand)
Acknowledgments
List of Abbreviations
Introduction, Toby Greany (University of Nottingham, UK) and Peter Earley (UCL Institute of Education, University College London, UK)
Part I: System Reform and the Changing Educational Landscape
1. Evidence-Informed Policy and Practice, Kevan Collins (Education Endowment Foundation, UK) and Robbie Coleman (Education Endowment Foundation, UK)
2. Defining Core Purposes for Schools, Ron Glatter (Open University, UK)
3. School System Governance and the Implications for Schools, Toby Greany (University of Nottingham, UK) and Rob Higham (UCL Institute of Education, University College London, UK)
4: Accountability and Improvement in Self-improving School Systems, Peter Matthews (UCL Institute of Education, University College London, UK) and Melanie Ehren (Free University, Amsterdam, Netherlands)
Part II: School Leadership in a Changing Landscape
5. What Makes an Effective School in the 21st Century?, David Woods (UCL Institute of Education, University College London, UK) and Rachel Macfarlane (Herts for Learning, UK)
6. Establishing Vision, Values and Culture, Max Coates (UCL Institute of Education, University College London, UK)
7. Conceptions of Leadership and Leading the Learning, Peter Earley (UCL Institute of Education, University College London, UK)
8. Leading Curriculum Development, Toby Greany (University of Nottingham, UK)
9. Leading Professional Learning and Development, Karen Spence Thomas (UCL Institute of Education, University College London, UK), Carol Taylor (UCL Institute of Education, University College London, UK) and Vivienne Porritt (WomenEd, UK)
10. Leading for Innovation and Evidence-informed Improvement, Chris Brown (Durham University, UK), Louise Stoll(UCL Institute of Education, University College London, UK) and David Godfrey (UCL Institute of Education, University College London, UK)
11. Leadership for Inclusion, Rob Webster (UCL Institute of Education, University College London, UK)
12. Leadership, Technology and Learning, Mark Quinn (UCL Institute of Education, University College London, UK)
13. Leadership for Wellbeing, Domini Bingham (UCL Institute of Education, University College London, UK) and Sara Bubb (UCL Institute of Education, University College London, UK)
14. Contemporary Challenges in Building Trust and Collaboration between Schools and Communities, Kathryn Riley (UCL Institute of Education, University College London, UK)
15. Working with the Community Parents and Students, Trevor Male (UCL Institute of Education, University College London, UK) and Ioanna Palaiologou (UCL Institute of Education, University College London, UK)
Part III: Leading Between and Across schools
16. Peer Reviews and Lateral Accountability between Schools, David Godfrey (UCL Institute of Education, University College London, UK)
17. Collaboration, Partnerships and System Leadership across Schools, Susan Cousin (UCL Institute of Education, University College London, UK) and Qing Gu (UCL Institute of Education, University College London, UK)
18. Leadership and School Improvement in Multi-Academy Trusts, Toby Greany (University of Nottingham, UK) and Ruth McGinity (UCL Institute of Education, University College London, UK)
19. Accelerating Progress for Disadvantaged Learners in London, Mark Quinn (UCL Institute of Education, University College London, UK) and Karen Spence Thomas (UCL Institute of Education, University College London, UK)
20. Place-based Leadership in Autonomous School Systems, Christine Gilbert (UCL Institute of Education, University College London, UK)
Part IV: New Perspectives on Leadership
21: New Leaders and New Leadership in International School Systems, Karen Edge (UCL Institute of Education, University College London, UK), Sergio Galdames (Pontificia Universidad Catolica de Valparaiso, Chile) and Juliet Horton (UCL Institute of Education, University College London, UK)
22. Toxic Leadership, Ian Craig (UCL Institute of Education, University College London, UK)
23. Ethical Leadership, Rupert Higham (UCL Institute of Education, University College London, UK)
24. Imperfect and Invitational Leadership, Steve Munby (UCL Institute of Education, University College London, UK)
Postscript: The Future of Leadership, Peter Earley (UCL Institute of Education, University College London, UK) and Toby Greany (University of Nottingham, UK)
References
Index
List of Tables
Notes on Contributors
Foreword, Viviane Robinson (University of Auckland, New Zealand)
Acknowledgments
List of Abbreviations
Introduction, Toby Greany (University of Nottingham, UK) and Peter Earley (UCL Institute of Education, University College London, UK)
Part I: System Reform and the Changing Educational Landscape
1. Evidence-Informed Policy and Practice, Kevan Collins (Education Endowment Foundation, UK) and Robbie Coleman (Education Endowment Foundation, UK)
2. Defining Core Purposes for Schools, Ron Glatter (Open University, UK)
3. School System Governance and the Implications for Schools, Toby Greany (University of Nottingham, UK) and Rob Higham (UCL Institute of Education, University College London, UK)
4: Accountability and Improvement in Self-improving School Systems, Peter Matthews (UCL Institute of Education, University College London, UK) and Melanie Ehren (Free University, Amsterdam, Netherlands)
Part II: School Leadership in a Changing Landscape
5. What Makes an Effective School in the 21st Century?, David Woods (UCL Institute of Education, University College London, UK) and Rachel Macfarlane (Herts for Learning, UK)
6. Establishing Vision, Values and Culture, Max Coates (UCL Institute of Education, University College London, UK)
7. Conceptions of Leadership and Leading the Learning, Peter Earley (UCL Institute of Education, University College London, UK)
8. Leading Curriculum Development, Toby Greany (University of Nottingham, UK)
9. Leading Professional Learning and Development, Karen Spence Thomas (UCL Institute of Education, University College London, UK), Carol Taylor (UCL Institute of Education, University College London, UK) and Vivienne Porritt (WomenEd, UK)
10. Leading for Innovation and Evidence-informed Improvement, Chris Brown (Durham University, UK), Louise Stoll(UCL Institute of Education, University College London, UK) and David Godfrey (UCL Institute of Education, University College London, UK)
11. Leadership for Inclusion, Rob Webster (UCL Institute of Education, University College London, UK)
12. Leadership, Technology and Learning, Mark Quinn (UCL Institute of Education, University College London, UK)
13. Leadership for Wellbeing, Domini Bingham (UCL Institute of Education, University College London, UK) and Sara Bubb (UCL Institute of Education, University College London, UK)
14. Contemporary Challenges in Building Trust and Collaboration between Schools and Communities, Kathryn Riley (UCL Institute of Education, University College London, UK)
15. Working with the Community Parents and Students, Trevor Male (UCL Institute of Education, University College London, UK) and Ioanna Palaiologou (UCL Institute of Education, University College London, UK)
Part III: Leading Between and Across schools
16. Peer Reviews and Lateral Accountability between Schools, David Godfrey (UCL Institute of Education, University College London, UK)
17. Collaboration, Partnerships and System Leadership across Schools, Susan Cousin (UCL Institute of Education, University College London, UK) and Qing Gu (UCL Institute of Education, University College London, UK)
18. Leadership and School Improvement in Multi-Academy Trusts, Toby Greany (University of Nottingham, UK) and Ruth McGinity (UCL Institute of Education, University College London, UK)
19. Accelerating Progress for Disadvantaged Learners in London, Mark Quinn (UCL Institute of Education, University College London, UK) and Karen Spence Thomas (UCL Institute of Education, University College London, UK)
20. Place-based Leadership in Autonomous School Systems, Christine Gilbert (UCL Institute of Education, University College London, UK)
Part IV: New Perspectives on Leadership
21: New Leaders and New Leadership in International School Systems, Karen Edge (UCL Institute of Education, University College London, UK), Sergio Galdames (Pontificia Universidad Catolica de Valparaiso, Chile) and Juliet Horton (UCL Institute of Education, University College London, UK)
22. Toxic Leadership, Ian Craig (UCL Institute of Education, University College London, UK)
23. Ethical Leadership, Rupert Higham (UCL Institute of Education, University College London, UK)
24. Imperfect and Invitational Leadership, Steve Munby (UCL Institute of Education, University College London, UK)
Postscript: The Future of Leadership, Peter Earley (UCL Institute of Education, University College London, UK) and Toby Greany (University of Nottingham, UK)
References
Index