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Bottling Fog is the culmination of 50 years of work to capture the core ingredients of leadership. Joseph Murphy, a preeminent scholar of leadership, has compiled this book of short and thoughtful lessons designed for today's busy professional. The lessons come from reading, seeing, and hearing about leadership in various sectors of practice. Murphy unpacks the nucleus of leadership and presents it in a way that we rarely find-seeing the fog and shaping it into meaningful forms, not textbooks or lectures, but lessons. Each lesson represents a profound slice of understanding for leaders, crafted so that they will not forget these insights as soon as they walk to their cars at the end of the day. Book Features: Concise and powerful lessons on leadership. Immediately useful to the everyday practice of leaders. Drawn from a professional lifetime of examining the complexities of practice. A user-friendly style with no academic language.
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• Chapter One: Policy, Curriculum, Leadership: What is the aim of education? Rosemary Gornik, Ph.D. Chapter Two: So How Do You Build a Culture of Support for Teacher Leaders? Wendy L. Samford, Ph.D. Chapter Three: Creating a Culture to Support Teacher Leadership - Why? Michael J. Roberto, Ed.S. Chapter Four: Supporting Teacher Leadership from Central Office Susan Jaroscak, M.Ed. Chapter Five: The Urban Experience for Creating a Culture of Support for Teacher Leaders Zelina M. Pames, Ed.S. Chapter Six: A Principal's Journey in Support of Teacher Leadership Paul Milcitech, Ph.D. Chapter Seven: Unique Opportunities for Developing Teacher Leadership in Non-traditional Teaching Roles Julie Troman, M.Ed.
• Chapter Eight: Barriers to Teacher Leadership Christy Roshong, M.Ed.
• (source: Nielsen Book Data)

Within the pages of this book you will meet six, K-12, practicing, public school administrators, and two university instructors who give concise study-and-practice guidance on two aims; 1) to build the awareness and capabilities to become a lead professional for democratic ways of living, and 2) to develop the school culture needed to support this teacher leadership. Teacher leadership is not in addition to the many initiatives administrators face each day. Rather, you will read stories about teacher leadership incorporated into the initiatives that already exist. By distributing leadership, administrators organically utilize the gifts and talents that individual teachers already possess defying prescripted roles and specific job descriptions. A key feature in this text is its problem-solving orientation, and the interplay among teaching/learning/leading research that raises critical questions for professionals ready to understand the nuances of educational growth in societies with democratic ideals. In spite of the political demands for efficiency and accountability, six administrators worked with teacher leaders in different contexts to develop and exercise the wisdom, which honors the democratic ideals upon which our society was built.
(source: Nielsen Book Data)

• INTRODUCTION (Jane Wilkinson and Laurette Bristol) CHAPTER ONE: The Unexamined Constructions of Educational Leadership (Jane Wilkinson and Laurette Bristol) CHAPTER TWO: Beyond Culture as Ethnicity: Interrogating the Empirical Sites for Leading Scholarship (Laurette Bristol and Jane Wilkinson) CHAPTER THREE: The Role of Ethical Practices in Pursuing Socially Just Leadership (Amanda Keddie and Richard Niesche) CHAPTER FOUR: 'We're Going to Call Our Kids "African Aussies"': Leading for Diversity in Regional Australia (Jane Wilkinson) CHAPTER FIVE: Is she in the Wrong Place? Exploring the Intersections of Gender, Religion, Culture and Leadership (Saeeda Shah) CHAPTER SIX: Exploring the Successful School Leadership Literature in China (Quian Haiyan, Allan Walker and Li Jiacheng) CHAPTER SEVEN: Indigenist Holistic Educational Leadership (Zane Ma Rhae) CHAPTER EIGHT: Communicating Research: A Challenge of Context (Launcelot Brown, Laurette Bristol and Talia Esnard) CHAPTER NINE: Practice Traditions of Researching Educational Leadership Across National Contexts (Jane Wilkinson, Karin Ronnerman. Laurette Bristol and Petri Salo) CHAPTER TEN: Conduct Un/becoming: Discipline in the Context of Educational Leadership Research (Vonzell Agosto and Zorka Karanxha) CHAPTER ELEVEN: Left Out: Gender and Feminism in the Educational Leadership Curriculum (Michelle D. Young, Catherine Marshall and Torrie Edwards) CHAPTER TWELVE: Commentary: Leadership as a Relational Practice in Contexts of Cultural Hybridity (Jill Blackmore).
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This edited book collection disrupts received notions of educational leadership, culture and diversity as currently portrayed in practice and theory. It draws on compelling studies of educational leadership from the global north and south, as well as from a range of ethnic, religious and gendered perspectives and critical research approaches. In so doing, the book powerfully challenges contemporary leadership discourses of diversity that reproduce essentialising leadership practices, binary divisions and asymmetrical power relations. The various chapters contest and move beyond exhortations for leadership in increasingly diverse societies; revealing through their rich portraits of the hybridity of leadership practice, the shallowness of diversity discourses that are framed as something "we" (the culturally homogenous) leader do to (heterogenous) 'others'. The volume is more than critique. Instead it offers readers new directions and possibilities through which to understand, theorise and practise educational leadership in the twenty first century. In portraying leading as a "relational practice in contexts of cultural hybridity" (Blackmore, this volume), it extends critical theories for and of leadership practice, examining the intersectionality between leadership and a range of social categories, and challenging notions of leadership as a singular construct. Compelling research narratives reveal educational leadership practice as nuanced, temporal, site specific and prefigured by traditions and cultural understandings that reach beyond a simplification of educational leadership as understood through unitary lenses of race, gender or ethnicity. This book is essential reading for academics and students of educational leadership and management, as well as administrators.
(source: Nielsen Book Data)

• Foreword Introduction Norris M. Haynes Section One: Core Knowledge for Educational Leaders Introduction to Section One Sousan Arafeh
• Chapter 1: Orienting Education Leaders to Education Policy: A Primer Sousan Arafeh
• Chapter 2: The Central Role of Learning Theory in School Leadership Lystra M. Richardson and Cynthia McDaniels
• Chapter 3: Leadership in Academic, Social, and Emotional Learning (ASEL) Norris M. Haynes
• Chapter 4: Social Justice and Educational Leadership Cynthia McDaniels and Cathryn Magno Section Two: Professional Development for Educational Leaders Introduction to Section Two Cynthia McDaniels
• Chapter 5: An Eco-Developmental Framework for Educational Leadership Norris M. Haynes and Cynthia McDaniels
• Chapter 6: Leadership Development Sue Williams and Charles Williams
• Chapter 7: Educational Leadership in a Global Context Cathryn Magno
• Chapter 8: On Becoming a Leader Jess L. Gregory
• Chapter 9: Field Experience in Educational Leadership Programs: The Essential Core Cynthia McDaniels Section Three: Knowledge and Strategies for Improving Education Introduction to Section Three Norris M. Haynes
• Chapter 10: Applied Research Methods for Educational Leadership Norris M. Haynes, Jess L. Gregory, and William Diffley
• Chapter 11: Orienting Leaders to Program Evaluation Norris M. Haynes
• Chapter 12 : Educational Leadership for Multicultural Education: Teaching English Learners Gladys Labas, Norris M. Haynes and Jess L. Gregory
• Chapter 13: A Balanced Curriculum Approach for Educational Leaders David A. Squires
• Chapter 14: Educational Technology Leadership for Educational Leaders: An Integrated Technology Leadership Model Sousan Arafeh.
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Educational Leadership: Perspectives on Preparation and Practice identifies core knowledge and skills that educational leaders should be exposed to during pre-service preparation and throughout in-service professional development. The contributors discuss established pedagogical and experiential learning models as well as provocative new paradigms of their own to help prepare leaders and reinforce leadership effectiveness. Implicit throughout the book are five key leadership themes: sensitivity to student development and learning; continual professional development; responsiveness to developmental, socio-cultural, and learning contexts; accepting accountability; and advancing the field. The contributors draw upon many collective years of experience as educators and supervisors of educational leaders to offer perspectives on the application and integration of core leadership principles in leadership preparation and practice.
(source: Nielsen Book Data)

• Foreword by William B. Stroud, Ed.D. Preface
• Chapter 1 - Setting the Record Straight on Terminology
• Chapter 2 - Leadership Styles
• Chapter 3 - One Final Word before We Present the Five Skills
• Chapter 4 - The Ability to Be Insightful
• Chapter 5 - Positive, Strong Interpersonal Skills
• Chapter 6 - Self-Growth
• Chapter 7 - Flexibility
• Chapter 8 - Keeping in Touch with the Community
• Chapter 9 - Bringing It All Together
• Chapter 10 - Now What?
• Chapter 11 - One Final Point
• Chapter 12 - Your Turn Bibliography About the Authors.
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In today's changing environment, leaders need a concrete guideline to help meet new challenges and update standards and assessments. New educational regulations and laws pertain to accountability issues, testing methods, assessment, teacher certification requirements, and safety in schools, and they also serve to update preexisting methods in leadership skills. This book will help leaders develop skills to successfully adopt new techniques that are vital when dealing with national and state requirements and enacting new laws that pertain to education. 5 Essential Skills for Successful School Leaders provides a detailed and comprehensive look at theories of leadership styles and behaviors, and it presents the reader with five characteristics that enable a rising or veteran leader to become proficient and effective in his or her role. Using real life stories and examples, the authors illustrate how to bring about change and be a successful leader utilizing these five traits: insight, interpersonal skills, self-growth, flexibility, and keeping in touch with the community. This book is a useful tool for all administrators and professors of educational leadership.
(source: Nielsen Book Data)
5 Essential Skills for Successful School Leaders provides a detailed and comprehensive look at theories of leadership styles and behaviors, and it presents the reader with five characteristics that enable a rising or veteran leader to become proficient and effective in his or her role. Using real life stories and examples, the authors illustrate how to bring about change and be a successful leader utilizing these five traits: insight, interpersonal skills, self-growth, flexibility, and keeping in touch with the community.
(source: Nielsen Book Data)

• 1. The changing and challenging context for educational leaders--
• 2. Key macro challenges for educational leaders--
• 3. Key micro challenges for educational leaders--
• 4. Leadership challenges as tensions--
• 5. A framework for analysing ethical tensions--
• 6. Vision-Inspired leadership and ethical decision-making--
• 7. Building a collective ethic of responsibility for leadership in schools--
• 8. Authentic leaders use the power of presence, authentic relationships, and influence fields--
• 9. Authentic leaders help create Innovating, deep, rich learning environments--
• 10. Forming capable and authentic leaders: transformational learning approaches.
• (source: Nielsen Book Data)

The second edition of Educational Leadership: Together Creating Ethical Learning Environments is a groundbreaking work at the forefront of current research into the ethical challenges inherent to leadership. Patrick Duignan combines a new perspective of leadership as an influence relationship, with a collective ethic of responsibility. Educational Leadership draws together cutting-edge research, theory and best practice on learning, teaching and leadership to assist leaders and teachers to better understand contemporary educational challenges and respond to them wisely, creatively and effectively. This book is indispensable for all system and educational professionals engaged in policy-making, leadership development, leading learning in schools and those in academe responsible for programs aimed at the improvement of learning, teaching and leadership.
(source: Nielsen Book Data)

• Figures and Tables vii The Author ix Acknowledgments xi 1 The "What" and the "How" of Student-Centered Leadership 1 2 Three Capabilities for Student-Centered Leadership 21 3 Dimension One: Establishing Goals and Expectations 45 4 Dimension Two: Resourcing Strategically 61 5 Dimension Three: Ensuring Quality Teaching 81 6 Dimension Four: Leading Teacher Learning and Development 103 7 Dimension Five: Ensuring an Orderly and Safe Environment 125 8 Putting Education Back into Educational Leadership 143 References 157 Index 167 Figures and Tables Figures Figure 1.1 Five Dimensions of Student-Centered Leadership 9 Figure 1.2 Five Dimensions Supported by Three Leadership Capabilities 16 Figure 2.1 How Relational Trust Works in Schools 34 Figure 2.2 Two Ineffective Strategies for Dealing with Performance Problems 37 Figure 3.1 How Goal Setting Works 47 Figure 5.1 The Ladder of Inference 99 Figure 5.2 Questions for Checking the Validity of Inferences 100 Figure 6.1 Two Competing Theories About the Use of Data About Reading Achievement 117 Figure 6.2 Two Strategies for Leading Teacher Change 118 Tables Table 2.1 The Relationship Between Three Principals' Pedagogical Understandings and Their Conduct of Classroom Observations 25 Table 2.2 A Problem-Solving Skill: Identifying Solution Requirements 29 Table 2.3 Principals' Problem Solving: A Comparison of Expert and Typical Principals 33 Table 2.4 An Open-to-Learning Approach to Communicating Performance Concerns 40 Table 2.5 Key Components of an Open-to-Learning Conversation About a Performance Issue 41 Table 3.1 Goal Setting: Common Challenges and How to Overcome Them 56 Table 4.1 Some Criteria for the Design of Smart Tools 72 Table 5.1 Questions for Inquiry into the Quality of Teaching 92 Table 8.1 Ambivalent Leadership of a Team Meeting 153.
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Busy school leaders need practical research-based guidance about effective educational leadership: the particular types of leadership practice that have the most pay-off in terms of improved academic and social learning of their students. This book clearly explains how leaders can create the conditions for improved teaching and learning in their schools. Expert author Viviane Robinson presents five dimensions of effective educational leadership. These five dimensions are clearly described, richly illustrated and their principles explained so that school leaders can intelligently adapt them for use in their own schools.
(source: Nielsen Book Data)

• About the Editors About the Contributors Introduction
• 1. Using What You Know to Be a More Effective Leader - Paul Houston
• 2. Creating a Culture of Inquiry: Harnessing Data for Professional Learning - Lorna Earl, Steven Katz
• 3. Using Assessment Data to Lead Teaching and Learning - Peter Hill
• 4. Institutionalizing the Use of a Four-Letter Word - Eileen Depka
• 5. Using Data to Drive Instruction and Assessment in the Standards-Based Classroom - Kay Burke
• 6. Data: One District's Journey - Doug Otto
• 7. Information and Communications Technology in Education - Jesse Rodriguez
• 8. Some Pitfalls in the Use of Data-and How to Avoid Them - Roy Forbes Index.
• (source: Nielsen Book Data)

Always at the heart of educators' perennial struggle are the young people who matter so deeply to the entire school community. The Soul of Educational Leadership series enlists the thinking of those who set the tone for the discussion. Edited by Alan M. Blankstein, Paul D. Houston, and Robert W. Cole, this seventh volume in the series offers key concepts and strategies for data-enhanced decision making in school leadership practice. With contributions from Jesse Rodriguez, Lorna M. Earl, Steven Katz, Eileen Depka, Kay Burke, and other experts, Data-Enhanced Leadership combines research, practice, and innovative thinking into a single compact volume of essential reading for all educational leaders.
(source: Nielsen Book Data)

• Preface About the Authors
• 1. The Presence and Power of Metaphors Not Just Words From Gilgamesh to Obama: Metaphors Communicate and Connect How Metaphors Work Why a Book About Metaphors for Educational Leaders? Structure Toward a New Kind of Wisdom
• 2. Leadership as Machine Running the Factory Leaders Running the Machine Evaluating the Machine On Being a Machine The Machine Metaphor
• 3. Leadership as Accounting The Relentless Pursuit of Rationality and Waste Educational Hyperrationalization The Cheating Culture: Corrosion of the Means/Ends Accountability Continuum The Accounting Metaphor: A Chimera Wrapped Up as an Ideology
• 4. Leadership as War Preparing for a Board Meeting The Ambivalence of War Metaphors Military Admonitions, Educational Situations, and Contradictions The Way of the Warrior Is Death: Education Is Life
• 5. Leadership as Sport Sports: Language and Action The Little ?Closed-System? World of an Athletic Team The Problem of the Charismatic Coach as a Model for the CEO Understanding the Nature of Power The Sports Metaphor: An Impossible Dream
• 6. Leadership as Theater The School as Stage: What Lies Beneath? The School as Staged: Long Run or Repertory? The School as Staged: Acting Leadership The School as Ritual Performance School as Theater
• 7. Leadership as Religion The Concept of the External Supreme Being Towards Perfection: The Idea of Progress Manifestations of Religion in Management and Educational Leadership The Presence of ?Managementspeak? and Religious Rituals in School Practices Warring Metaphors The Power of Religious Metaphors: The Universal Versus The Dogmatic and Partisan Experience Learning How to Lead Outside the Command and Control Model
• 8. Leadership as Lunacy Lunacy as a Form of Toxicity Leaders as Lunatics The Lunatic Psyche Symptoms, Signs and Pathologies The Lunacy Metaphor
• 9. Metaphors of Leadership The Uses of Metaphors Grand Narratives Positive Metaphors So, Where to Now? References Index.
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"Leadership as Lunacy: And Other Metaphors for Educational Leadership" is an innovative look at leadership models and behaviours - and what school leaders and stakeholders alike can learn from them. The authors guide readers on a journey of 'intellectual pyrotechnics', drawing you through historical perspectives and cognitive possibilities that inspire, resolve, confuse, and provoke reflection on the state of leadership in education. The authors examine: various interpretations of metaphor and how metaphors have been used to define leadership; the current debate and discourse pertaining to educational leadership models; and, how metaphors can stimulate reflection and inspire self-growth.
(source: Nielsen Book Data)

• Contents: Fenwick W. English: Foreword - Sonya Douglass Horsford: Re-Imagining Educational Leadership: New Theoretical Perspectives and Contextual Considerations in the Field - Jeffrey S. Brooks/Mark T. Miles: Educational Leadership and the Shaping of School Culture: Classic Concepts and Cutting-Edge Possibilities - April L. Peters: Rethinking Transformational Leadership in Schools: The Influence of People, Place, and Process on Leadership Practice - Kathryn Bell McKenzie/Leslie Ann Locke: On Becoming a Leader for Educational Equity and Excellence: It Starts with Instruction - Bruce G. Barnett/Gary R. O'Mahony: Building Leadership Capacity to Improve Student Learning: The Practice and Power of Reflection - Patrice A. McClellan: Toward Critical Servant Leadership in Graduate Schools of Education: From Theoretical Construct to Social Justice Praxis - Wayne D. Lewis/Lance D. Fusarelli: Leading Schools in an Era of Change: Toward a New Culture of Accountability? - Enrique Aleman, Jr.: The Politics of Equity, Adequacy, and Educational Leadership in a (Post)Racial America - T. Elon Dancy II/Sonya Douglass Horsford: Considering the Social Context of School and Campus Communities: The Importance of Culturally Proficient Leadership - Camille Wilson Cooper: Educational Leaders as Cultural Workers: Engaging Families and School Communities through Transformative Leadership - Elizabeth Murakami-Ramalho: Educational Leadership in a Changing World: Preparing Students for Internationalization and Globalization through Advocacy Leadership - Gaetane Jean-Marie/Verna Ruffin/Kevin Burr: Leading across Boundaries: The Role of Community Schools and Cross-Boundary Leadership in School Reform - Camika Royal/James Earl Davis: Leaders of the New School: Exploring Teacher-Leadership and the Future of School Reform - C. Cryss Brunner/Karen Hammel/Michael D. Miller: Transforming Leadership Preparation for Social Justice: Dissatisfaction, Inspiration, and Rebirth - an Exemplar - George Theoharis: Yes We Can: Social Justice Principals Navigating Resistance to Create Excellent Schools - Linda C. Tillman: Conclusion.
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"New Perspectives in Educational Leadership" examines educational administration and leadership within the complex social, political, and community contexts that inform and influence the work of today's educational leaders. With particular attention to the implications and larger contexts of shifting demographics, high-stakes accountability, and globalization on schools and society in the twenty-first century, this volume seeks to advance lines of inquiry presented in other areas of education research, that have yet to be fully explored or imagined in the field of educational leadership. This unique blend of empirical, theoretical, and conceptual research by both established and emerging scholars in the field directly acknowledges and addresses the demands of leading increasingly diverse and complex school communities. Topics include: the social and cultural dynamics of leadership, reflective practice, politics of equity and adequacy, critical servant leadership, and the possibilities of transformative leadership within these dynamic educational contexts. As a primary or supplementary text in educational administration, leadership, and foundations courses, "New Perspectives in Educational Leadership" provides a much-needed complement to the traditional topics of instructional leadership and education management given the expanding and increasingly complex conditions that face educational administrators and school leaders today.
(source: Nielsen Book Data)

• List of Contributors. Leadership for innovative Omani schools in the 21st century: Transforming principal identity through culturally contextualized training. The development and role of trust in educational leadership: A comparative study of U.S. and Ugandan school administrators. Tribalism and its consequences: A cancer infecting the corpus of educational leadership in many West African countries. Educational leadership in the Niger Delta region of Nigeria: A study of the perceptions of its impact on the acquired leadership skills of expatriate Nigerian postgraduates. Antipodean perspectives on enhancing the quality of school leadership: Views from Australia and New Zealand. Analyzing principal influence tactics from a cross-cultural perspective: Do preferred influence tactics and targeted goals differ by national culture?. Voices from two sides of the Atlantic: Women's leadership in Finland and the United States. Developing leaders among women religious in Africa. Successful school principals in Australia and the US: Findings from an international study. Culture and school leadership in China: Exploring school leaders' views of relationship- and rule-based governance. Comparisons between transformational leadership and the Confucian idea of transformation. Issues in Educational Administration in Mexico. Is `educational leadership' a national-contextual field of study? Some insights from an analysis of the field's major journals. International Perspectives on Education and Society. Educational Leadership: Global Contexts and International Comparisons. Copyright page. Foreword.
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This volume of "International Perspectives on Education and Society" investigates the changing face of educational leadership from comparative and international perspectives. Various definitions of leadership have transformed the way that educators around the world think about teaching, administration, and policy in recent years. Yet, there is relatively little known about how educational leadership works in many specific systems, cultures and societies around the world. And, much of the published research and literature on educational leadership focuses on only a handful of countries and cultures even though empirical research suggests that leadership is differently contextualized by society, culture, and organizational environment. The chapters in this volume ask and answer two main questions: What is the difference between theoretical definitions of leadership and what works in different systems, cultures, and societies around the world? And, more importantly, how are both ideas about and evidence of educational leadership either the same or different across different national and cultural contexts?
(source: Nielsen Book Data)

• Introduction: The Essentials Of School Leadership - Brent Davies Section One: Strategic and Transformational Leadership Strategic Leadership - Brent Davies and Barbara J. Davies Transformational Leadership - Kenneth Leithwood and Doris Jantzi Section Two: Ethical and Moral Leadership Invitational Leadership - John M. Novak Ethical Leadership - Robert J. Starratt Section Three: Learning and Leadership in Interrelationships Learning-Centered Leadership - Geoff Southworth Constructivist Leadership - Linda Lambert
• Section 4: Leadership Skills and Abilities Poetical and Political Leadership - Terrence E. Deal Entrepreneurial Leadership - Guilbert C. Hentschke
• Section 5: Developing and Sustaining Leaders Leadership Development in Schools - Peter Earley and Jeff Jones Sustainable Leadership - Andy Hargreaves.
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Building on the success of the first edition, this book provides a focused up-to-date introduction to the current themes and dimensions of educational leadership through contributions from some of the leading authors in the field. Each chapter introduces the reader to a key aspect of leadership. This new edition has been fully updated to include recent developments, new chapter summaries and further reading, and a new chapter on Developing Leadership. Written in an accessible style, this book is essential reading for school leaders who wish to have a better understanding of their leadership role. It is also suitable for Masters/Doctoral students worldwide, and will give those on professional development courses a valuable insight into school leadership.
(source: Nielsen Book Data)

• Are teachers leaders?
• Why leadership development for teachers and why now?
• Improving leadership through understanding the four levels of leadership
• Expanding leadership capacity
• Leadership as it applies to specific areas in education: librarians, coaches, special education teachers, extracurricular activity supervisors, and students
• Leadership theory and practices
• The potential for improve leadership by teachers to achieve systemic change in prek-12 education
• Ten steps teachers can take to improve their leadership capacity and their schools.

• Leadership and School Improvement Models of Educational Leadership The Significance of Leadership and Management Development The Curriculum for Leadership Development: Content and Process Preparing and Supporting Leaders in Developed Countries The National College for School Leadership Preparing and Supporting Leaders in Developing Countries The Impact of Leadership Development The Future of Leadership Development.
• (source: Nielsen Book Data)

Leadership is critical to educational development and specific preparation is vital if leaders are to maximise their effectiveness. In this major new text, Tony Bush draws on his extensive international experience and research to examine the case for leadership development and assess the different modes of preparation used in Europe, including the U.K., North America, Asia Pacific, Australia, New Zealand and Africa. He also examines research on how leadership impacts on school and student outcomes and considers future directions for leadership and management development in education. This text is essential reading for students of educational leadership and management as well as for policy-makers, headteachers and principals.
(source: Nielsen Book Data)

• Introduction Section One: core ideas about passionate teachers, leaders and schools - Tim Brighouse & Brent Davies The passionate teacher and the passionate leader in the passionate school Section two: passionate leadership - Tim Brighouse Inviting passionate educational leadership Reservoirs of hope - sustaining passion in leadership - John Novak Section three: research on passionate leadership - Alan Flintham Successful leadership: an intelligent passion Passionate leadership in action - Chris Day Section four: passionate leadership for sustainable school improvement - Brent Davies Not so much a passion more a way of life Passionate leadership as sustainable leadership - John MacBeath Section five: building a model of passionate leadership - Andy Hargreaves Passionate work: towards a natural history of headship Enchanted Leadership - Geoff Southworth Conclusion - Brian Caldwell.
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'I recommend the book as an inspiration to those who are looking for the words that express what they may already do (or will do in the future!) for these well known writers have world wide experience in recognising and knowing what it is that makes the passionate leader' - "International Journal of Educational Management". 'This is a very interesting collection of chapters on leadership! Each chapter is written with verve and conviction, and it makes quite stimulating reading' - "Curriculum Perspectives". '"Passionate Leadership" is a fantastic book by leading thinkers and doers in the education field. It takes moral purpose to new levels, and above all it puts passion in perspective. The book shows that it is not passion by itself that counts but in combination with strategies, insights and daily wisdom. Above all this is a book of action , not rhetoric.' - Michael Fullan, Professor Emeritus, OISE/University of Toronto and Special Adviser on Education to the Premier of Ontario. 'How opportune that Brent Davies and Tim Brighouse have produced a book on "Passionate Leadership". As school leaders are becoming increasingly disillusioned with instrumental forms of educational reform, Davies, Brighouse and their contributors offer a new vision of leadership one that is driven by a belief that teaching is about enabling every child to reach their potential, and a conviction that schools should be places filled with joy and optimism in the pursuit of social justice. This inspiration will encourage all our leaders to take their work to a new level' - Professor David Hopkins, HSBC iNet Chair of International Leadership, Formerly the Chief Adviser to three Secretary of States. In this book, internationally recognized writers on leadership explore what makes leaders passionate about their role and their schools. The contributors show that leadership must move on from the realm of a role or job towards an energy and commitment for enhancing children's learning and children's lives. They maintain that passion must be the driving force that moves vision into action, through a range of chapters from internationally known contributors Brent Davies, Tim Brighouse, Geoff Southworth, Chris Day, John MacBeath, Andy Hargreaves, John Novak, Brain Caldwell, and Alan Flintham. What sustains and drives leaders to achieve in a changing and challenging educational environment? What maintains their passion for education and children's achievement? This book seeks to answer these questions. The book is essential for all students on leadership programs and educational professionals looking to achieve self and organisational improvement.
(source: Nielsen Book Data)

• Sustainable leadership Sustaining exhilarating leadership - Brent Davies Energising leadership for sustainability - Brian J Caldwell Sustaining resilience - Andy Hargreaves and Dean Fink Sustainability of the status quo - Christopher Day and Michele Schmidt Developing and sustaining school leaders: lessons from research - Terry Deal Sustaining leadership in complex times: an individual and system solution - Kenneth Leithwood, Scott Bauer and Brian Riedlinger Leadership sustainability in an emerging market environment - Michael Fullan and Lyn Sharatt Sustaining leaders for system change - Guilbert C Hentschke Leadership succession - David Hopkins.
• (source: Nielsen Book Data)

'School leaders and teachers know a lot more than they think they do. So, what prevents the release of that creative energy? Look, no further than this thought provoking collection of essays from world leading scholars. It treats us to a kaleidoscopic view of what we do know, what we ought to know and what we urgently need to do to harness the power of sustainable leadership. Policy makers, please take careful note!'-John MacBeath, Professor Education Leadership, University of Cambridge With increasing accountability pressures, developing and sustaining leaders is a major challenge for all those involved in education today. This book brings together eleven outstanding writers to provide insights, frameworks and ideas on how we can sustain our school leaders and develop values-based leadership in order to counter the short-term management solutions that abound.Andy Hargreaves, Dean Fink, Michael Fullan, Brent Davies, Ken Leithwood, David Hopkins, Geoff Southworth, Brian Caldwell, Chris Day, Terry Deal and Gib Hentschke represent some of the most powerful thinkers and writers in the educational leadership field who respond to the challenge of how we can develop and sustain our school leaders. While a great deal has been written on preparation for leadership, this book takes leadership thinking to the next level by providing strategies for enhancing and empowering the leaders we have. This book is a key source of ideas, insights and frameworks for all those involved in sustaining our school leaders. 'Offers a clarity to complex problems that enables both the academic and general reader to identify with the issues dealt with...the book is an enjoyable insight into several leaders' view on leadership, which Brent Davies has pulled together well and which will be of use to headteachers, aspiring leaders and academics alike' - International Journal of Educational Management.
(source: Nielsen Book Data)

• Setting the record straight on terminology
• Leadership styles
• One final word before we present the five skills
• The ability to be insightful
• Positive, strong interpersonal skills
• Self-growth
• Flexibility
• Keeping in touch with the community
• Bringing it all together
• Now what?
• One final point!
• Your turn.

• List of figures, tables and vignettes Preface Considering schools as organisations and communities Mediating the external policy contexts of schools Where power lies within schools School leaders as politicians: Governing in whose interests? The heart of the matter: The moral dilemmas of working in educational settings Creating cultures: Facilitating engagement Leading and constructing the curriculum Developing cultures of learning in subject areas Strategies of success at middle leader level Leading purposeful change in schools: People, power and culture List of references Index.
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This book shows how school leaders at all levels - from the most senior manager to the classroom teacher - can help to build learning communities through collaborating and negotiating with their colleagues, students and students' parents and carers, as well as with external agencies and local communities, to sustain and develop the enjoyment of successful learning among the members of a school. It looks at how positive cultures can be constructed that support inclusive and exciting teaching, enthusiastic teachers and engaged students, parents and carers. Drawing on research, the book examines topics such as the nature of leadership, especially distributed and teacher leadership; the politics of education management; the construction of inclusive cultures in schools; school improvement; and the construction of collaborative and inclusive work groups. It uses a range of critical perspectives to examine processes of change and the relationships of people in school communities to each other and to their social, economic and policy contexts. The book argues that it is essential to develop inclusive education in order to promote student engagement, social justice and equity within formal education. "Understanding Educational Leadership" is key reading for teachers, headteachers, school leaders, policy makers, Education students and practitioners, and others who have an interest in improving schooling.
(source: Nielsen Book Data)

• Meanings of Democratic Leadership A Developmental Conception of Democratic Practice Models of Leadership Why Democratic Leadership? An Open Approach to Knowledge Links to Learning Obstacles and Challenges Free Space and Firm Framing Capabilities and Skills for Democratic Leadership Complexities and Demands of Practice Dualities of Democratic Leadership.
• (source: Nielsen Book Data)

'This is an important book for anyone who is serious about introducing or sustaining democratic leadership in schools. Busy practitioners will get much from it by going straight to the chapters about how democratic leadership could be made to work'- Kate Myers, Times Educational Supplement 'I found this an interesting and stimulating book. The book's ideas are a useful counterpoint to some of the daft notions of macho leadership and management being peddled in education and indeed the public sector more widely. Woods' book has the merits that, though radical, it seeks to base its recommendations in the real world and to argue that there are possibilities for change that can bring about real improvements in everyone's experience and outcomes. Matching the rhetoric of democracy with reality -- or at least making them closer -- might also improve the quality of our political process, and hence increase interest and reduce cynicism about politics, something which surely should be welcomed.Woods' agenda is significant and his book certainly worth reading' - ESCalate 'Philip Woods productively refocuses our attention, not on heroes and visions but on how we understand and practise within educational institutions in ways that are social and relational. He provides a realistic and yet challenging analysis of democratic leadership in ways that speak to practitioners, policy makers and researchers. We deal everyday with issues of social justice, and Philip Woods shows us how we might think differently about it, and so work for a better system of learning and schooling' - Professor Helen Gunter, School of Education, University of Manchester 'Not another bunny, but a welcome academic fox' - Kevin Avison, Steiner Waldorf Schools' Fellowship 'The theory and practice of democracy and democratic leadership have implications for how we understand what ought to be counted as 'improving schools' In this book the author focuses on the idea of democratic leadership. He examines what is meant by democratic leadership, and what forms it can take, and shows how it is relevant to school education and learning.The author shows how the ideals and theories of democratic leadership can translate into practice, and sets out some of the challenges that democratic leadership poses in the context of contemporary education . This book challenges many of the assumptions inherent in educational policy and conventional approaches to leadership. It is about understanding and exploring both the idea of democratic leadership and its practical relevance through examples drawn from practice and research. This book is for practitioners and students on professional development and academic courses. It will be essential reading for all policy-makers, academics and others (such as inspectors) who critically examine leadership and management of educational institutions. 'Every now and then a book is written in the field of leadership that stands out, says something different, is coherent, original and makes us really ponder and think. This is such a book - it will provoke policy-makers, academics, experienced practitioners and advanced students' - Camridge Journal & Education.
(source: Nielsen Book Data)