Leadership and Management Development in Education (Education ...

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PrefaceThe significance of effective leadership and management for the successfuloperation of schools and colleges is widely acknowledged in the twenty-firstcentury. There is growing recognition that the quality of leaders, and leadership,is critical if schools are to produce the best possible outcomes for theirlearners, and their stakeholders. The longstanding appreciation of the vital roleof teachers is belatedly being matched by an understanding that skilled leadershipis also required if schools and colleges are to thrive.The traditional view in many countries is that school principals and seniorstaff need only to be qualified and experienced teachers. However, there is nowan emerging recognition that leadership is a parallel, if not separate, professionand requires specific preparation. This has led many countries to introduceformal development opportunities for aspiring and practising principals. Incountries as diverse as Canada, England, France, Scotland and the USA, a formalleadership qualification is required before senior leaders take up their posts. Elsewhere,there is more reliance on in-service opportunities. The nature of thedevelopment process varies in line with the specific context, but the overalltrend is towards preparing and developing leaders as a key dimension of schoolimprovement.The landscape of leadership development in England has been transformedby the opening, and subsequent expansion, of the National College for SchoolLeadership (NCSL). The College provides a raft of programmes for middle leaders,deputy heads, aspiring heads, new heads, experienced leaders and teams.This ambitious provision is supported by an active research function. The NCSLhas had a major impact on school leadership in England and has also influencedchange in many other countries.This book examines the reasons for the expansion of leadership preparationand training, and assesses the various modes of development in use in manycountries. It is underpinned by the view that leaders should have an entitlementto appropriate preparation and support for their important and onerous role inleading educational change. To appoint school principals without specific preparationis a gamble, and we should not gamble with children’s education.xi
xiiLEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONChapter 1 sets the scene by discussing the reasons for the enhanced globalinterest in the role of school leaders. It assesses the differences between leadershipand management, and argues that both are essential if schools and collegesare to thrive. It also examines the evidence that effective leadership is critical toschool improvement.While the importance of leadership and management is increasingly recognised,much less is known about which leadership behaviours are most likely topromote successful schooling. Chapter 2 examines the various models of leadershipand assesses the evidence of their effectiveness. There is great interest in‘instructional leadership’ because of the widespread view that the main functionof schools is to promote student learning. Transformational leadership iswidely advocated because of its potential to harness stakeholder support for theschool’s (or leader’s) vision but there is some concern that this may be a vehiclefor imposing leaders’, or governments’, priorities on teachers, pupils andcommunities. These and other models are subject to scrutiny in this chapter.Chapter 3 addresses the significance of leadership and management developmentin education. It points to the emergence of four imperatives; theexpanded role of school leaders, the increasing complexity of school contexts,the moral case for leadership preparation, and the growing evidence that effectivedevelopment makes a difference.Chapter 4 discusses the curriculum for leadership development. There isgreat diversity in the content of preparation and training programmes but thereis an emerging ‘core’ around the need to provide for the management of teachingand learning, an awareness of the legal and policy framework for leadership,the need for effective management of people and resources, and a recognitionthat efficient administration is required to keep schools ‘on track’. In thetwenty-first century, there has been increasing interest in the ‘delivery’ ofprogrammes and on the processes by which leadership learning is enhanced.Networking, mentoring, coaching and facilitation are among the strategies usedin several countries and there is growing evidence of their effectiveness.Chapter 5 focuses on preparation and support for leaders in developed countries.These are mostly rich nations and decisions about the shape and scope ofleadership preparation are based on perceptions of need and appropriatenessrather than being circumscribed by limited funding. The chapter examines fivestages of development: leadership succession, preparation, selection, inductionand ongoing in-service development.As we noted earlier, the NCSL is a powerful symbol of the growing significanceof leadership development. Chapter 6 examines the background to theopening of the College and notes the significance of its Leadership DevelopmentFramework, which helped to move the debate from the preparation ofprincipals to a wider appreciation of the need to develop leaders at all levels andcareer stages. The many achievements of NCSL are discussed along with the variouscriticisms of its work.
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