Introduction - School Leadership and Education System Reform

Greany, Toby; Earley, Peter

Abstract

This edited collection explores current models for school system reform and the leadership implications that emerge. It revolves around a paradox and a quest. The paradox reflects the competing demands at the heart of policy in many school systems – for example for basic skills and a broad curriculum or for parental choice and equity. Hierarchy and markets have proved ineffective at resolving these tensions - and may actually exacerbate them, for example by increasing social stratification. Neither model is effective at transferring knowledge within and between schools, yet this is crucial if teachers and teaching are to improve. The quest is therefore to understand how leaders can lead in autonomous and accountable systems in ways which recognise and resolve, or at least mitigate, the policy tensions they face. As the book acknowledges, some leaders respond by acquiescing in the performativity game, but others retain a commitment to equity and social justice in the face of competing pressures. The collection is focussed on England’s ‘self-improving’ school system, where lateral partnerships and networks represent particularly innovative responses, but it also draws on wider evidence and theory where appropriate. It draws on diverse perspectives, with contributions from both academics and practitioners, and retains a constant focus on identifying implications for policy, practice and further research.

Citation

Greany, T., & Earley, P. (2017). Introduction - School Leadership and Education System Reform. . London: Bloomsbury

• Acceptance Date: Mar 6, 2017
• Publication Date: Jun 6, 2017
• Deposit Date: Jun 10, 2020
• ISBN: 9781474273954
• Public URL: https://nottingham-repository.worktribe.com/output/4620831
• Related Public URLs: https://www.bloomsbury.com/uk/school-leadership-and-education-system-reform-9781474273954/