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How Successful Schools Are More than Effective (eBook)

Principals Who Build and Sustain Teacher and Student Wellbeing and Achievement
Artikelnummer: 978-3-031-62735-4
Einband: PDF
Verfügbarkeit: Download, sofort verfügbar (Link per E-Mail)
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Arising from new research of members of the International Successful School Principalship Project, this book presents cases of school and leadership success from across 10 countries. It provides critically informed writing, informed by ecological systems theory, which questions the uncritical application of single lens, adjectival leadership models, challenges critical theorists' views of teachers' and leaders' as necessarily compliant with so-called neoliberal policy agendas. In their place, the chapters provide compelling evidence not only of who successful leaders are and what they do, but how they do it as they meet and manage the challenges of building and sustaining success in uncertain times in a range of cultures and social contexts. In these schools, principals assert their broad educational values, professional identities, agency and resilience, drawing upon a range of strategies, technical and human relating qualities and skills in building and sustaining success for all.

Whilst they acknowledge the influence of cultural, policy, and community contexts, they are not oppressed by these. The chapters provide a brief description of country and school contexts, the life and work of the principal, their leadership strategies and how they contribute to teacher wellbeing and teaching quality, leadership development in others, pedagogical leadership, cultures of trust, and community engagement. There is also consideration of how school leaders manage tensions and dilemmas, how success differs from effectiveness, and the characteristics and qualities of leaders that lead to success. It is a book which will stimulate school leaders and aspiring school leaders to consider more deeply their own work and its directions. For researchers and system leaders, it provides multi-level, multiple perspective case studies as part of the largest international educational leadership project ever undertaken. It is a 'must read', rich, timely professionally connected book.

Arising from new research of members of the International Successful School Principalship Project, this book presents cases of school and leadership success from across 10 countries. It provides critically informed writing, informed by ecological systems theory, which questions the uncritical application of single lens, adjectival leadership models, challenges critical theorists' views of teachers' and leaders' as necessarily compliant with so-called neoliberal policy agendas. In their place, the chapters provide compelling evidence not only of who successful leaders are and what they do, but how they do it as they meet and manage the challenges of building and sustaining success in uncertain times in a range of cultures and social contexts. In these schools, principals assert their broad educational values, professional identities, agency and resilience, drawing upon a range of strategies, technical and human relating qualities and skills in building and sustaining success for all.

Whilst they acknowledge the influence of cultural, policy, and community contexts, they are not oppressed by these. The chapters provide a brief description of country and school contexts, the life and work of the principal, their leadership strategies and how they contribute to teacher wellbeing and teaching quality, leadership development in others, pedagogical leadership, cultures of trust, and community engagement. There is also consideration of how school leaders manage tensions and dilemmas, how success differs from effectiveness, and the characteristics and qualities of leaders that lead to success. It is a book which will stimulate school leaders and aspiring school leaders to consider more deeply their own work and its directions. For researchers and system leaders, it provides multi-level, multiple perspective case studies as part of the largest international educational leadership project ever undertaken. It is a 'must read', rich, timely professionally connected book.

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VerlagSpringer International Publishing
EinbandPDF
Erscheinungsjahr2024
Seitenangabe303 S.
AusgabekennzeichenEnglisch
AbbildungenVIII, 303 p. 7 illus., 5 illus. in color.
Masse5'760 KB
PlattformPDF
ReiheStudies in Educational Leadership; Education; Education
AutorDay, Christopher (Hrsg.) / Gurr, David (Hrsg.)

Alle Bände der Reihe "Studies in Educational Leadership; Education; Education (R0)"

Über den Autor Christopher (Hrsg.) Day

Christopher Day is the founder of the twenty-five strong country International Successful School Principalship (ISSPP) research network (2001- ). He is Professor of Education in the School of Education, University of Nottingham, UK and Chair Professor, Beijing Normal University, China, a Fellow of the Royal Society of Arts (FRSA), and a Fellow of the Academy of Social Sciences (FAcSS). He has worked as a teacher, lecturer, and Schools' Adviser. His interests, research and publications focus upon teacher professionalism, teachers' work, lives and effectiveness; successful school leadership in high needs communities; school-university partnerships; and system change. His current research projects focus on i) Successful school leadership; ii) System Leadership: policy making and management in disruptive times, and iii) Chair-principal relationships in new public governance. Recent book publications include Teacher Professionalism during the Pandemic: care, courage and resilience (2024); School-University Partnerships in Action: the promise of Change (2021), and Successful School Leadership (2020). Kenneth Leithwood is an Emeritus Professor at the University of Toronto, Canada, and Honorary Professor at the University College London, UK, and Nottingham University, UK. He is the 2012 recipient of UCEA's Roald F. Campbell Lifetime Achievement Award and has been ranked 7th in Canada and 70th in the world by research.com's 2022 Ranking of the Top 1000 Scientists in the area of Social Sciences and Humanities. Recent bibliometric studies rank him either the first or second most highly cited author in the field of educational leadership and administration. His most recent books include Leadership Development on a Large Scale: Lessons for Long-term Success (2018) and How School Leaders Contribute to Student Success (2017). Jingping Sun is an Professor in the Department of Educational Leadership, Policy and Technology Studies at the College of Education, University of Alabama, USA. Her research is about educational leadership, policy evaluation and improvement, and research synthesis. Her policy experience through her work at the Ontario Ministry of Education in Canada before joining the faculty at the University of Alabama was mainly about large-scale development of school and district leaders. She has published in top-tier journals in educational leadership, including several papers in the leading journal, Educational Administration Quarterly.

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