International in scope, this is an unprecedented compilation of current theories and perspectives on women and leadership issues in schools at all levels.
Effective school leadership is essential. As schools become increasingly complex organizations and their role in socializing young people is recognized, the task of leading the school community is receiving greater attention than ever before. School Leadership summarizes current thinking about leadership in schools and suggests ways forward. School leadership is set in its social context. Is leadership associated with function within a bureaucratically ordered hierarchy, is it widely shared across communities, or is it both? The school is considered both as an institution of the State and as an agency of democratic values. Ideas as to who the leaders are and what leadership involves are recast. The authors recent experience with Scotlands Headship preparation and development is discussed and analyzed. The Scottish experience provides examples of general issues facing many schools and school leaders. School Leadership is required reading for head teachers, education administrators, and for those aspiring to leadership roles in schools.
This landmark book translates positive and asset-based understandings of organizations to develop a powerful model of school leadership that is grounded in both existing research and the complexities of life in schools. The authors—both senior scholars in educational leadership—apply insights from positive psychology to the role and function of educational leaders. The Positive School Leadership (PSL) model draws on the strengths of relationships among staff and the broader school community to communicate and instill shared values and a common mission. This book builds a compelling case for creating a more inclusive, less “mechanistic” approach to leadership. Designed to engage both the hearts and minds of readers, the text is organized around reflective questioning of educational practice and current assumptions about the purposes and goals of leadership in schools. ; Book Features: An integrated way to think about organizational, interpersonal, and systemic leadership from the inside out. A look at positive leadership in action, demonstrating how it operates to strengthen relationships that make a school more effective. An examination of the long-range impacts that can be anticipated from reorienting schools toward positive leadership. Reflective questions in each chapter that engage readers in deeper analysis of the information presented.
Current Issues in School Leadership examines controversies about, and affecting, school practices. Focusing on two essential questions--what is important to today's school leaders? and what is interfering with schooling processes?--it includes chapters by a broad range of authors, with expertise on their specific topic. The text is organized in three sections: *Social and Political Issues; *Curriculum and Learning Issues; and *Organization and Management Issues. The goal of this text--designed for school leadership, educational administration, and foundations of education courses--is to challenge readers to think carefully and critically about each of the issues presented, leading to positive action and leadership.
This book provides readers with insights into how Singapore school leaders are actively engaged in the transformation of the Singapore education system. It brings to attention crucial elucidations of the increasing demand and complexity placed on school leaders through the use of case studies. Each chapter in the book focuses on a particular issue which has become important or has gained renewed importance in the Singapore education system. The chapters first provide a background to the theme under examination and a theoretical basis for discussion. They then narrate the case that shows how school leaders interpret and implement policy initiatives in their respective schools or lead change in that area. The case studies span over a wide range of domains such as instructional leadership, assessment leadership, stakeholder engagement, professional learning communities, and school branding. The data collected from these case studies came primarily from interviews of educators in their respective school contexts, in addition to other sources of data such as artifacts. Each case study highlights descriptions, interpretations, and perspectives across school contexts, which is consistent with the proposition that school leadership is very much shaped by context. At the end of each chapter, there are guiding questions to help readers critically analyse and reflect on the main learning points of the case.
The authors are national school resource experts and have teamed up to write a comprehensive book on ethics and politics. It covers everything you need to know about ethical leadership and dealing with politics in schools. The book starts with an ethical framework and moves on to politics with unions, administrators, and School Boards with suggested strategies for effective conflict resolution. There are realistic cases in every chapter of the book with the final chapter focused on comprehensive ethical and political cases to test the reader in addressing such issues in the educational or related settings. Benefits and Features of Book: A comprehensive book covering all aspects of ethics and school politics. Each chapter objectives are aligned with the ELCC, InTASC, ISLCC, and TLEC standards used for accreditation and alignment in program content. Many federal and various state data sources are included. Each chapter contains a comprehensive case study and exercises for practical application. Provides a blend of academic, theoretical, and practical perspectives in handling and dealing in ethical and political situations. Several handy resources are included in the appendices.
Sponsored by the University Council of Educational Administration (UCEA), the British Educational Leadership, Management, and Administration Society (BELMAS), and the Commonwealth Council for Educational Administration and Management (CCEAM), this is the first book to provide a comprehensive and comparative review of what is known about the preparation and development of primary and secondary school leaders across the globe. It describes current issues and debates and offers an assessment of where the field of leadership development is headed. Key features include the following: Global Focus: this book provides the first comprehensive look at leadership preparation and development across the globe. The chapter authors are distinguished scholars, drawn from the US, UK, Europe, Asia, Canada, Australia/New Zealand, and Africa. Topical & Geographical Focus: provides researchers and policymakers with critical descriptions and assessments of both topical and geographical areas. International Expertise: chapter contributors are drawn from a variety of theoretical perspectives and represent all major continents.
Evidence-based and engaging, with key takeaways for practitioners in every chapter, this book addresses the existing knowledge gap about how school leaders can effectively develop, support, and sustain networks within and across schools. It is crucial reading for school leaders, system leaders and education researchers working close-to-practice.
Human Resources for School Leaders contains comprehensive and systematic coverage of all aspects of public school human resource management. Unlike other books focused on this topic, the authors ground their text on "student learning" and outline strategies designed to enhance school climate and culture. The early chapters focus on relevant theories and research supporting current human resource methods- required learning in any educational leadership preparation program. The following chapters take a more practitioner approach as main topics include recruiting, hiring, orientation, mentoring, leading, and professional growth of teachers. The differentiating factors between this text by Davis &Fowler and other texts on the market is (1) the forward looking approach taken by the authors in that they not only exam current 21st century HRD practices but also give the reader insight into future HRD methods in a century dominated by K-12 marketization; (2) the focus on building level HRD systems; and (3) the thorough descriptions of available technology tools that can be utilized to improve HRD systems and heighten quality control through efficient data-based decisions thereby impacting instructional capacity and student learning. The case studies are relevant and relatable, and offer practical strategies and techniques that can be easily implemented at the building or district level.
This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.
The mental health of school leaders and managers is just as important as the well-being of those they teach and support. Recent research reveals some alarming statistics, including that 56% of senior leaders have experienced mental ill health in the last year. This book examines a range of relevant issues including workload, inspections, partnerships and approaches to leadership and management in order to address some of these concerns and provide comprehensive guidance and workable, evidence-informed strategies to support those with leadership roles in schools and colleges.
