School Leadership and Education System Reform

Toby Greany is Professor of Education and Convenor of the Centre for Research in Educational Leadership and Management at the University of Nottingham, UK. Peter Earley is Professor of Education Leadership and Management in the UCL Centre for Educational Leadership, IOE, UCL’s Faculty of Education and Society, University College London, UK.

• List of FiguresList of TablesNotes on ContributorsForeword, Viviane Robinson (University of Auckland, New Zealand)AcknowledgmentsList of AbbreviationsIntroduction, Toby Greany (University of Nottingham, UK) and Peter Earley (UCL Institute of Education, University College London, UK)Part I: System Reform and the Changing Educational Landscape1. Evidence-Informed Policy and Practice, Kevan Collins (Education Endowment Foundation, UK) and Robbie Coleman (Education Endowment Foundation, UK)2. Defining Core Purposes for Schools, Ron Glatter (Open University, UK)3. School System Governance and the Implications for Schools, Toby Greany (University of Nottingham, UK) and Rob Higham (UCL Institute of Education, University College London, UK) 4: Accountability and Improvement in Self-improving School Systems, Peter Matthews (UCL Institute of Education, University College London, UK) and Melanie Ehren (Free University, Amsterdam, Netherlands)Part II: School Leadership in a Changing Landscape5. What Makes an Effective School in the 21st Century?, David Woods (UCL Institute of Education, University College London, UK) and Rachel Macfarlane (Herts for Learning, UK)6. Establishing Vision, Values and Culture, Max Coates (UCL Institute of Education, University College London, UK)7. Conceptions of Leadership and Leading the Learning, Peter Earley (UCL Institute of Education, University College London, UK)8. Leading Curriculum Development, Toby Greany (University of Nottingham, UK)9. Leading Professional Learning and Development, Karen Spence Thomas (UCL Institute of Education, University College London, UK), Carol Taylor (UCL Institute of Education, University College London, UK) and Vivienne Porritt (WomenEd, UK)10. Leading for Innovation and Evidence-informed Improvement, Chris Brown (Durham University, UK), Louise Stoll(UCL Institute of Education, University College London, UK) and David Godfrey (UCL Institute of Education, University College London, UK)11. Leadership for Inclusion, Rob Webster (UCL Institute of Education, University College London, UK) 12. Leadership, Technology and Learning, Mark Quinn (UCL Institute of Education, University College London, UK)13. Leadership for Wellbeing, Domini Bingham (UCL Institute of Education, University College London, UK) and Sara Bubb (UCL Institute of Education, University College London, UK)14. Contemporary Challenges in Building Trust and Collaboration between Schools and Communities, Kathryn Riley (UCL Institute of Education, University College London, UK)15. Working with the Community Parents and Students, Trevor Male (UCL Institute of Education, University College London, UK) and Ioanna Palaiologou (UCL Institute of Education, University College London, UK)Part III: Leading Between and Across schools 16. Peer Reviews and Lateral Accountability between Schools, David Godfrey (UCL Institute of Education, University College London, UK)17. Collaboration, Partnerships and System Leadership across Schools, Susan Cousin (UCL Institute of Education, University College London, UK) and Qing Gu (UCL Institute of Education, University College London, UK)18. Leadership and School Improvement in Multi-Academy Trusts, Toby Greany (University of Nottingham, UK) and Ruth McGinity (UCL Institute of Education, University College London, UK)19. Accelerating Progress for Disadvantaged Learners in London, Mark Quinn (UCL Institute of Education, University College London, UK) and Karen Spence Thomas (UCL Institute of Education, University College London, UK)20. Place-based Leadership in Autonomous School Systems, Christine Gilbert (UCL Institute of Education, University College London, UK)Part IV: New Perspectives on Leadership21: New Leaders and New Leadership in International School Systems, Karen Edge (UCL Institute of Education, University College London, UK), Sergio Galdames (Pontificia Universidad Catolica de Valparaiso, Chile) and Juliet Horton (UCL Institute of Education, University College London, UK)22. Toxic Leadership, Ian Craig (UCL Institute of Education, University College London, UK)23. Ethical Leadership, Rupert Higham (UCL Institute of Education, University College London, UK)24. Imperfect and Invitational Leadership, Steve Munby (UCL Institute of Education, University College London, UK)Postscript: The Future of Leadership, Peter Earley (UCL Institute of Education, University College London, UK) and Toby Greany (University of Nottingham, UK)ReferencesIndex

Never has leadership mattered more, nor have the outcomes of schooling received such scrutiny. This book is timely. Congratulations to Peter Earley and Toby Greany and their stellar team for giving these two topics a thorough, rigorous and contemporary workout.