Leading School Renewal: A Guide for Educational Ground Breakers

Table of Contents

INTRODUCTION

CHAPTER 1 DEFINING CONCEPTS ASSOCIATED WITH SCHOOL LEADERSHIP AND CHANGE: RENEWING SCHOOL RENEWAL

• • Differentiating School Renewal from School Reform

• • Leadership of School Renewal

• • Concluding Remarks on Chapter

CHAPTER 2 SCHOOL LEADER LEADERSHIP AND THE PROCESSES OF LEADING A SCHOOL RENEWAL AGENDA

• • School Renewal

• • School Leader Leadership in Framing the School Renewal Agenda

• • School Leaders’ Behaviours Influencing the Teaching and Learning Enterprise

• • Building a Sense of Cohesion and Team in the School

• • Concluding Comments on Chapter

CHAPTER 3 SCHOOL LEADER EFFICACY AND CHANGE

• • School leader and Teacher Pedagogic Efficacy

• • Teachers’ Pedagogic Knowledge Bases.

• • Student Learning and Teachers’ Efficacy.

• • Working with Teacher Self-Efficacy Instruments

• • Teacher Efficacy and Change

• • Putting it all Together: Collective Efficacy

• • Concluding Comments on Chapter

CHAPTER 4 MORAL LEADERSHIP GUIDING SCHOOL CHANGE AND VISION SETTING

• • The Mission and Vision as the Starting Point of Change

• • The Purpose Statement and Pedagogy

• • The Impact of a School Leader’s Personal Motivation and Flow on their Change Predisposition

• • School Leader Leadership and Flow

• • The Importance of Moral Leadership in School Vision Setting

• • Moral Purpose and Shared Leadership

• • What is a Shared Moral Purpose?

• • Shared Leadership

• • Moral Leadership and Authentic Learning

CHAPTER 5 SYSTEM REFORMS AS CATALYSTS FOR SCHOOL RENEWAL

• • The System Reform: Moving Towards Greater Local Empowerment

• • Advantages of a Devolved System of Education

• Building Classroom Relationships

• The External Factors Influencing Classroom Culture

• Pedagogy: A Better Way to go

• Supporting Teachers

• • The Failure to Recognise that Business Models Provide a Better Understanding of What is Happening in Some Education Change Models

• • The Illusion of Autonomy

CHAPTER 6 SITUATIONAL FACTORS AND THEIR IMPACT ON SCHOOL LEADERSHIP AND CHANGE

• • Barriers to Change

• • Staff Resistance

• Staff Union Resistance

• • Parents

• • System Level Barriers

• • Piggy in the Middle (Keep Away)

• • Toxic Management: A Culture Devouring Its Future!

• • Toxic Management

• • Toxic School Culture

• • Toxic, Reluctant Managers and Toxic, Self -promoting Managers

• • Toxic Culture Survey:

• • A Culture of Sycophantocracy is a Barrier to Change Initiatives

• • Leaders’ Achilles’ Heels

• • Sycophantocracy in School Systems

• • Developing a Field Guide for Identifying the Sycophantocracy

• • What to Do

• • General Comment on Chapter

CHAPTER 7 PEDAGOGIC LEADERSHIP: A VIEW OF WHAT REAL SCHOOL LEADERS DO.

• • Towards an Understanding of Pedagogic Leadership

• • Pedagogy and Curriculum

• • Pedagogic Obsolescence: School Leaders as the Endangered Species

• • The Public Management Movement and its Implications for School Leadership

• • Pedagogic Leadership and Public Management Policy

• • Role Discontinuity: Killing School Leaders Softly

• • The Way Forward: The School Leader as a Significant and Credible ‘Other’ in the Work of Teachers

• • Staff Resilience and Work Practices

CHAPTER 8 THE “PEDAGOGIC WARS”: A CHALLENGE FOR SCHOOL LEADERS

• • The “Pedagogic Wars”: Deskilling Teachers

• • Using a Full Repertoire of Teaching Strategies: Tiger Woods’s Golf Ball

• • Audit of Teachers’ Pedagogic Skills

• • Performance Management is a Conversation with a Purpose.

• • Coaching

• • Mentoring and Peer Observation

• • Pedagogic Profile and Performance Management

• • Rationale Behind the Pedagogic Profile

• • General Comment on Chapter

CHAPTER 9 DISTRIBUTED LEADERSHIP IN MODERN SCHOOLING CONTEXTS: DELEGATION IS NOT DISTRIBUTED LEADERSHIP.

• • Revisiting Distributed Leadership: All Hands to the Lifeboats.

• • High Stakes Testing and the Concept of Good in Education

• • School Leadership: The Importance of a School Leader’s Beliefs

• • Distributed Leadership

• • One External Education Agency View of School Leadership

• • Distributed Leadership and Our Take on it.

CHAPTER 10 SCHOOLS AS LEARNING ORGANISATIONS: GROWING ORGANISATIONAL AND BUILDING PROFESSIONAL CAPITAL

• • Defining a Learning Organisation

• • What Learning Organisations Look Like

• • Leadership in a Learning Organisation

• • Schools as Learning Organisation

• • Implementing Practices that Characterise the Learning Organisation at the School Level

• • General Comments on Chapter

CHAPTER 11 NEW SCHOOL LEADERSHIP: JETTISONING THE COMFORTABLE PRESENT

• • The Wild, Non-conformist Characteristics of Entrepreneurial School Leadership

• • Formal Performance Management of the School Leader

• • Concluding Comments on Chapter

CHAPTER 12 VALUE ADDING AND STUDENT VOICE

• • Measuring Value Added

• • Assumptions Underpinning Value Adding in Educational Context

• • General Comments on Chapter

CHAPTER 13 PROFILING SCHOOL LEADERS’ LEADERSHIP QUALITIES

• • Self-Assessment Issues in Profiling Leadership Behaviours

• • Profiling Professional Growth Using the Professional Standards for Educational Leaders

• • General Comments on Chapter

CHAPTER 14 SCHOOL LEADERS AND PSYCHOLOGICAL RESILIENCE AND MENTAL HEALTH

• • Lessons on Resilience from a Military Context

• • The Lessons for Education

• • School Leaders Dealing with a Range of Mental Health Issues Presenting in Schools

• • The Growth of Mental Health Problems in Schools

• • The American Case of Adam Lanza

• • The Australian Case of Martin Bryant

• • Systemic Early Identification and Risk Management

• • General Comments on Chapter

CHAPTER 15 ‘CATALYTIC TEACHERS’ AND THE X FACTOR OF TEACHING AND LEARNING

• How Teachers Learn and Accept Changes to their Practice

• Catalytic Teachers and Teacher Leadership

• • The Characteristics of a Catalytic Teacher

• • Build the Capacity

• • Catalytic Teachers and the X Factor of Teaching and Learning

CHAPTER 16 ACCOUNTABILITY AND PUBLIC CONFIDENCE

• • The Tightening “Loose Coupling” Relationships of Schools

• • Venomous Accountability

• • General Comments on Chapter

CHAPTER 17 INTRODUCING THE UNIVERSAL FIVE KEY STEPS TO SUSTAINABLE SCHOOL RENEWAL: BRINGING IT ALL TOGETHER

• • Leadership and Change

• • Distributing the Leadership.

• • A Vision with a 13-Year Horizon

• • Pedagogic Leadership.

• • The Accountability Context

• • Introducing the Planning for School Renewal

• • The Universal Five Phases of Successful Sustainable Change

• • The Human Aspect of the Five Phase Change Model

• • Sequencing of Planning Development

• • Adaptable, Multi-skilled Leadership

CHAPTER 18 CONCLUSION

• • Sustainable School renewal – An Ongoing, Continuous Improvement Orientation

• • A Summary of Our Beliefs About Educational Renewal and Change and School Leaders’ Pedagogic Leadership

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