Governance and educational innovation

Studies of educational leadership and management too often neglect the framework of governance as a significant element of the wider context within which school leaders operate (Glatter, 1997). The purposes of this chapter are to: Briefly review some recent analytical work on the governance of education; and Ask how appropriate our current models of governance are for meeting the needs of education in a fast-changing society, and whether any more appropriate models can be suggested

Wisdom and bus schedules: Developing school leadership

This article is based on a synthesis study of school leadership development conducted for the National College of School Leadership (NCSL) in England. It first outlines a perspective on leadership focusing on the concepts of wisdom, deliberation and higher order capacities. Then it describes and assesses two distinct models of leadership learning, emphasising the importance of 'basic' management knowledge, skills and processes. There is a discussion of approaches to the choice of methods for leadership development, taking account of evidence about the preferences of participants. Several developing conditions for which school leaders need to be equipped are identified and discussed. Among the conclusions proposed for policy, practice and research are the need for a closer alignment of leadership development with career development and a better understanding of the attributes and skills that underlie the higher order capacities

Governance, autonomy and accountability in education

The editors believe that strategic understanding and involvement should be a central concern for all organization members and that, in order to be effective, strategic planning needs the commitment and ownership of all staff, not just senior managers. The book covers: - political, social and ideological contexts - governance and links with external stakeholders - marketing - organizational collaboration, competition, partnership - external/internal culture, and internal structures - strategic leadership and managing change - organizational effectiveness, accountability and evaluatio

Leadership and leadership development in education

This exciting book outlines new agendas for leadership and development offering readers innovative ideas about what constitutes leadership. Including contributions from some of the most distinctive leaders in the field, Leadership in Organizations considers the most recent themes to come out of the leadership debate. The book critically assesses the more conventional leadership training and development available to managers and in doing so equips readers with the analytical perspectives and tools needed to make up their own minds about the significance of leadership in contemporary organizations. Topics covered include: Leadership and Integrity, Learning Leadership, Career individualization, Leadership development in the public sector and Leadership: Changing theories. This is essential reading for anyone interested in leadership and organizations

Really good ideas? Developing evidence-informed policy and practice in educational leadership and management

This article examines the potential for evidence-informed policy and practice (EIPP), in relation to educational leadership and management. We begin by considering what may be meant by the term, setting out a model of EIPP and discussing some issues to which it gives rise. We then look at some factors promoting and inhibiting the development of EIPP in educational leadership and management. Our general stance is that we see considerable potential in this approach, which is why in this article we go beyond a conceptual discussion to present a set of proposals for developing EIPP in educational leadership and management, including some ideas about the possible role of BEMAS in supporting an EIPP agenda

Best practice in educational leadership and management: can we identify it and learn form it?

Best practice' is now a pervasive term and is included in the conference title. In this article we aim to promote discussion about its usefulness. We will first consider key features of practice, emphasising the significance of context at various `levels' and of the complexity and flux surrounding leadership and management. Then we will ask how particular practice can be regarded as `best'. We will refer to ideas about best practice in leadership outside education to see what lessons might be drawn. Finally we will consider the implications for `learning about best practice' particularly through professional development and research. We conclude that the concept of `best practice' should be applied more rigorously in future

Education institutions and their environments : managing the boundaries

viii, 139 p.; 24 cm