Bringing together a powerful group of leading educational thinkers, including Michael Fullan, Dennis Sparks, Linda Lambert, and Dean Fink, this volume examines how to sustain improvement through shared leadership.
`This book tackles the leadership question by looking both outward and inward, the latter being how to sustain oneself as a leader...Developing Sustainable Leadership is an important contribution to the field of educational leadership' - Education Libraries `This collection of pithy analysis and insightful solutions will be easily assimilated by school leaders, policy makers and community stakeholders who will, with relative ease, be left eager to recontextualise the wisdom within to their own unique circumstances' - ESCalate `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
Among the many challenges faced by educational systems in the 21st century, leadership succession is universally recognized as being a major concern. Rather than retain the current paradigm of a single figure at the top of the school hierarchy, leading researchers Patrick Duignan and Helen Cannon argue the case for a more inclusive, collaborative, and distributed leadership. In this book, they offer a series of alternative models and gather views from existing school principals to demonstrate what might be possible and what might work better than the model followed today. The Power of Many emphasizes how a new paradigm must work to retain those who are already in the job, but must also act to encourage potential candidates to apply for the job. The book offers specific recommendations and advice to system policy makers, human resource personnel, and to practitioners in schools, especially school principals and deputy principals, on new models and paradigms. Practical guidelines are proposed that offer sustainable leadership solutions and promote educational systems and schools as 'communities of learning.' Ultimately, The Power of Many shows how a shortage of principals can and must be substantially reduced, and the collective capacity of leadership in schools enhanced and sustained.
Coaching for Schools is a practical, hands-on guide and should be essential reading for teaching professionals at every level, wanting an accessible and engaging introduction to the concept of coaching and the tools needed to put it into practice. It is a powerful aid to any school hoping to develop distributed leadership. Whether you are new to a leadership role as a subject or team leader or are a more experienced leader, responsible for the professional development or performance management of a large team, this book will add to your skills toolkit. It will help any school develop a sustainable leadership team.
Offers a perspective on the relationship between leadership and school improvement. This book emphasises the importance of maximising the leadership capabilities of all those within the organization, and provides guidance about the way in which this is achieved. It contains case study illustrations.
This monograph outlines an action research project that was a learning journey for a group of New Zealand principals who wanted to improve the way that they addressed problems with their staff. The principals committed to exploring how they could overcome their defensive ways of operating in such stressful situations. Their goal was to use dialogue to be open and therefore trusted by staff. The typical action research phases of reconnaissance, implementation and evaluation were followed. Multiple outcomes resulted for the group and their staff with the most important that concerns/problems with staff were confronted via the use of dialogue and there is plenty of evidence to suggest that this was done in a way that maintained relationships that were based on values of honesty and integrity. This paper has been written collaboratively with the principals, with the plural 'we' outlining a report of the learning journey from their perspective.
The Graduate Program in Sustainability Science under the Department of Urban Engineering of The University of Tokyo has been running an environmental leadership education program at the graduate student level since 2007 called the Asian Program for Incubation of Environmental Leaders (APIEL). This book describes the University’s experiences in establishing and organizing that program and provides some lessons learned for those who are considering starting environmental leadership education programs. APIEL’s curriculum includes the classroom topic “Environmental Challenges and Leadership in Asia.” As well, the APIEL program has field units to provide experience in problem solving, decision making, and participation, taking into consideration ecological, political, economic, social, aesthetic, and ethical aspects. Another characteristic feature of the program is that it promotes changes in attitudes and behavior that will help to solve existing environmental problems and to avoid a generation of new ones. Over the four years of study, efforts have been made to bond leadership with field-oriented exercises such as: 1) The Intensive Program on Sustainability; 2) an integral approach focused on sustainable integrated watershed management of arid regions; 3) sustainable development of programs in Cambodia, Vietnam, and Thailand for qualifying students with problem-solving processes to combat issues such as flooding, lack of proper urban environmental infrastructure, and health risks; and 4) the Greater Pearl River Delta program with multicultural diversity to bring about sustainable urban development for a green city. All of those are described in the book. Last but not least, APIEL’s resonance throughout international networks and alumni are introduced.