School Leadership and Education System Reform

How can school leaders shape organisations that offer consistently high quality, rounded and equitable education in the context of rapid change?
How can wider school systems support and encourage all schools to succeed in this way?

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 scenario over the last decade to meet the ever-growing and changing demands of children, policy-makers and other stakeholders and considers future developments. Drawing together leading thinkers and researchers in the field of leadership and management this text takes an international perspective to consider what we know about school leadership and learning, and its practice. Theoretically and conceptually informed, the contributors draw on recent empirical research studies into leadership, learning and system reform to explore the key areas of school leadership and management with specific reference to student, adult and organisational learning.

Key topics covered include:
· The relationship between leadership and student learning
· How leaders foster professional learning and evidence-informed improvement
· The changing role and nature of accountability
· System leadership and governance in networked systems
· The balance between accountability, markets, and networks in 'self-improving' school systems
· Emerging challenges and opportunities for leaders, such as the implications of new technologies

Essential reading for those on postgraduate courses on leadership and management and those looking to develop their leadership practice, School Leadership and Education System Reform clearly sets out the key issues and provides discussion points and suggests resources to support and guide the reader through the wealth of information.

Peter Earley is Professor of Educational Leadership and Management and Director of Academic Affairs at the London Centre for Leadership in Learning at the Institute of Education, University College London, UK. He is the author of Exploring the School Leadership Landscape (Bloomsbury, 2013).

Toby Greany is Professor of Leadership and Innovation and Director of the London Centre for Leadership in Learning at the Institute of Education, University College London, UK. Before joining the Institute of Education, Toby was Director of Research and Policy at the National College for Teaching and Leadership (formerly NCSL).

Introduction: The Changing Educational Landscape and its Leadership and Management (Peter Earley and Toby Greany, Institute of Education, University College London, UK)
Part I: System Reform and the Changing Educational Landscape: Theory and Practice
1. Schools as Organisations or Institutions (Ron Glatter, Open University, UK)
2. School System Reform, School Autonomy and Learning (Alma Harris, Institute of Education, University College London, UK)
3. Accountability and Improvement in Self-improving School Systems (Melanie Ehren and Peter Matthews, Institute of Education, University College London, UK)
4. Evidence-informed Policy and Practice (Kevan Collins and Robbie Coleman, Education Endowment Foundation, UK)
5. Governance and Governing (Dan Gibton, Tel-Aviv University, Israel)
6. What Makes an Excellent School? (David Woods, Institute of Education, University College London, UK, and Rachel Macfarlane, Ilford Ark Academy, UK)
7. Structural Autonomy and Structured Collaboration (David Hopkins, Institute of Education, University College London, UK)
8. School Networks, Peer Accountability and the Brokerage of Knowledge and Expertise (George Berwick, Institute of Education, University College London, UK, and Challenge Partners, UK and Sue John, Lampton School, UK)
Part II: School Leadership in a Changing Landscape: Theory and Practice
9. Vision and Values, Culture and Consistency (Max Coates, Institute of Education, University College London, UK)
10. Learning-centred and Transformational Leadership (Peter Earley, Institute of Education, University College London, UK)
11. Distributed and Directive Leadership (Joanne Waterhouse, Institute of Education, University College London, UK)
12. Working with Communities, Parents and Students (Kathryn Riley and Dina Mehmedbegovic, Institute of Education, University College London, UK)
13. System Leadership (Rob Higham and Toby Greany, Institute of Education, University College London, UK)
14. Leading Curriculum Innovation (Joanne Waterhouse, Institute of Education, University College London, UK)
15. Leading and Managing Professional Development (Carol Taylor, Karen Spence Thomas and Vivienne Porritt, Institute of Education, University College London, UK)
16. Leading Learning so Every Child Succeeds (Tracey Allen, Institute of Education, University College London, UK)
17. Leading for Innovation and Evidence-informed Improvement (Chris Brown, Louise Stoll and David Godfrey, Institute of Education, University College London, UK)
18. The Role of School Business Leaders (Liz Wood, Institute of Education, University College London, UK)
Part III: New Challenges and Opportunities for Leadership
19. Diversity, Leaders and Leadership (Karen Edge, Institute of Education, University College London, UK)
20. Workload and Wellbeing for Leadership (Domini Bingham and Sara Bubb, Institute of Education, University College London, UK)
21. Leadership, Learning and Neuroscience (Sveta Mayer, Institute of Education, University College London, UK)
22: Leadership, Technology and Learning (Mark Quinn, Institute of Education, University College London, UK)
Conclusion: The Future of Leadership (Toby Greany and Peter Earley, Institute of Education, University College London, UK)
Index

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