Professor Jim O’Brien was Dean of Moray House Institute of Education, University of Edinburgh. The other contributors all hold senior teaching post in schools and university departments of teacher education.

• Contents: Acknowledgements. Author biographies. Glossary of Abbreviations. Introduction. 1: Leadership, school leadership and headship (Jim O’Brien and Danny Murphy); 2: Leadership in a democratic society (Danny Murphy); 3: Expectations and experiences of headship (Janet Draper); 4: The changing face of leadership opportunities (Janet Draper); 5: Leadership development (Christine Forde); 6: Leadership for learning, learning for leadership (Margery McMahon); 7: Extending partnership through system-level leadership (Margery McMahon); 8: Leading professional learning (Christine Forde); 9: New models, next steps? (Jim O’Brien and Danny Murphy). References. Index.

‘In sum, on what must be an already well-populated library shelf, the scholarly exploration of school leadership situated within the Scottish experience offered by this revised edition marks itself as a worthwhile addition. As a contemporary resource for those already in leadership roles in and around school settings, it extends a further appeal to students, new researchers and academics in the leadership field. I would also heartily recommend it to policymakers, especially English ones, as a possible blueprint for future policy moves.’London Review of Education

Professor Jim O’Brien was Dean of Moray House Institute of Education, University of Edinburgh. The other contributors all hold senior teaching post in schools and university departments of teacher education.

• Contents: Acknowledgements. Author biographies. Glossary of Abbreviations. Introduction. 1: Leadership, school leadership and headship (Jim O’Brien and Danny Murphy); 2: Leadership in a democratic society (Danny Murphy); 3: Expectations and experiences of headship (Janet Draper); 4: The changing face of leadership opportunities (Janet Draper); 5: Leadership development (Christine Forde); 6: Leadership for learning, learning for leadership (Margery McMahon); 7: Extending partnership through system-level leadership (Margery McMahon); 8: Leading professional learning (Christine Forde); 9: New models, next steps? (Jim O’Brien and Danny Murphy). References. Index.

‘In sum, on what must be an already well-populated library shelf, the scholarly exploration of school leadership situated within the Scottish experience offered by this revised edition marks itself as a worthwhile addition. As a contemporary resource for those already in leadership roles in and around school settings, it extends a further appeal to students, new researchers and academics in the leadership field. I would also heartily recommend it to policymakers, especially English ones, as a possible blueprint for future policy moves.’London Review of Education

Professor Jim O’Brien was Dean of Moray House Institute of Education, University of Edinburgh. The other contributors all hold senior teaching post in schools and university departments of teacher education.

• Contents: Acknowledgements. Author biographies. Glossary of Abbreviations. Introduction. 1: Leadership, school leadership and headship (Jim O’Brien and Danny Murphy); 2: Leadership in a democratic society (Danny Murphy); 3: Expectations and experiences of headship (Janet Draper); 4: The changing face of leadership opportunities (Janet Draper); 5: Leadership development (Christine Forde); 6: Leadership for learning, learning for leadership (Margery McMahon); 7: Extending partnership through system-level leadership (Margery McMahon); 8: Leading professional learning (Christine Forde); 9: New models, next steps? (Jim O’Brien and Danny Murphy). References. Index.

‘In sum, on what must be an already well-populated library shelf, the scholarly exploration of school leadership situated within the Scottish experience offered by this revised edition marks itself as a worthwhile addition. As a contemporary resource for those already in leadership roles in and around school settings, it extends a further appeal to students, new researchers and academics in the leadership field. I would also heartily recommend it to policymakers, especially English ones, as a possible blueprint for future policy moves.’London Review of Education