Leadership and Management Development in Education (Education ...

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SUBJECT INDEX167117–118Leading Practice Seminars, 81Limitations of, 82–86‘Modest demands of’, 83National Focus, 76, 80, 86, 132National Professional Qualification forHeadship, 34, 48, 58–59, 74, 75,77–79, 82, 83, 84, 85, 109, 110, 114,127, 128, 132, 133New Visions programme, 31–32, 47, 66,75, 116, 119–120, 133Opening of, 75Practice orientation, 80, 81, 83, 86Practitioner Research Associateships, 81,82Publications, 81Research role, 81–82, 83, 84Scale of, 82, 86Strategic Leadership of ICT, 76Strategic programmes, 76Strengths of, 79–82Succession planning, 53–55, 78, 79, 110Team programmes, 76Think Tank, 75Website, 82Working Together for Success, 76,120–121National curriculum, 2National Development Centre for SchoolManagement Training, 74National Institute of Education(Singapore), 48, 57, 131National standards, 34, 58–59, 110, 128Needs analysis, 32, 33360 degree feedback, 34Netherlands, the, 26, 60, 64, 67, 68, 134Networking, 44, 48, 59, 81, 98, 106, 109,111, 113, 118, 127, 128New South Wales (Australia), 66, 69Principal Induction Programme, 66Principal Development Programme, 69New Zealand, 5, 28, 53, 64, 66, 110, 134First Time Principals Programme, 66Niger, 93Nigeria, 92, 99North America, 33, 53, 64, 73, 80, 83, 109Northern Ireland, 73Norway, 36, 43, 63, 67, 69Office for Standards in Education, 17, 120Off-site learning, 48On line learning, 78Ontario (Canada), 58, 69Open learning, 50Organisation for Economic Co-operationand Development, the, 5, 73, 92Pakistan, 94, 96Parents, 5, 27Participative leadership, 14, 16, 22definitions of, 14Patriarchy, in leadership selection, 62Pedagogical leadership, 66Peer learning, 78Performance appraisal, 62Poland, 12Political models, 10, 15Portfolios, 48–49, 78Portugal, 26, 64Postmodern leadership, 16, 22Primary schools, 6, 9, 26Principals, 2, 6, 9, 11, 20, 27, 28, 30certification for, 133–134, 136, 137expansion of role, 26–27in developing countries, 90induction of, 65–67, 98, 100–101, 104,105, 106loneliness of, 30selection of, 55, 94, 98–100, 106socialisation of, 31, 32, 48, 65, 67, 81,84, 105, 130Principals’ Qualification Program(Ontario), 36, 40, 58, 135Professional development, 5, 33, 107
168LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONResearch Assessment Exercise (UK), 136Schools, 1, 6, 8, 10, 12, 27increased complexity of, 26, 28–29, 31,32visits to, 48, 70, 81, 111, 113School-based management, 7School effectiveness, 7, 14, 25, 89School improvement, 7, 8, 107, 109, 122School leaders, 6, 15impact on school outcomes, 8School leadership effects, 7–8School leadership, models of, 8School Management Task Force, 74Scotland, 73, 110, 111Scottish Qualification for Headship,111, 115, 118, 134Standard for Headship in Scotland, 111,134Selection, of principals, 55and performance evaluation, 99‘free market’ approaches to, 65gender aspects of, 98, 106political discrimination in, 56Self-management, 4, 5, 6, 9, 11, 13, 62, 112Senior managers, 1, 6Seychelles, Republic of, 92, 95, 98, 134Singapore, 33, 36, 40, 44, 46, 47, 48, 53,55, 57, 62, 70, 80, 125, 134, 136Diploma in DepartmentalManagement, 70Site-based assessment, 59, 98, 113, 127Site-based management, 5, 6, 14, 32Situational analysis, 23Small Island Developing States, 90, 92,94, 104, 134characteristics of, 90Slovenia, 12, 64, 69, 70South Africa, 5, 12, 38, 40, 59, 79, 94–95,97, 98, 103, 110, 112, 113, 125, 129,131, 135, 136Advanced Certificate in Education(School Leadership), 38, 44, 48, 49,59, 95, 97, 106, 109, 113, 117,121–122, 127, 129, 131, 135National Management and LeadershipCommittee, 134Task Team on Education ManagementDevelopment, 7, 21, 97, 103, 109,129South America, 12Spain, 64Spiritual leadership, 17Stakeholders, 2, 6, 8, 20, 21Standards for School Leaders (US), 35Student-centred learning, 50Student outcomes, 5, 8, 9, 13, 21, 107,115, 131Subjective models, 10, 16Sub-Saharan Africa, 91, 92Succession planning, 53, 108, 110definition of, 54Sudan, 92Sweden, 66, 69Induction training programme, 66National Agency for Education, 69Taiwan, 37, 40Tanzania, 5Teachers, 5, 8, 12, 18, 26Teacher Training Agency, 74, 77Teams, 15Tonga, 104Togo, 103Training and Development Agency forSchools, 74, 77Transactional leadership, 15, 22Transformational leadership, 12–14, 16,18, 21, 22, 33criticisms of, 13–14definitions of, 12–13United Kingdom, 5, 89
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ContentsNotes on the authorSeries E
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Series Editor’s ForewordThis seri
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PrefaceThe significance of effectiv
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PREFACExiiiChapter 7 shifts the deb
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3The significance of leadership and
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THE SIGNIFICANCE OF LEADERSHIP AND
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4The curriculum for leadershipdevel
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