Viviane is a Distinguished Professor in the Faculty of Education and Social Work at the University of Auckland, New Zealand and Academic Director of its Centre for Educational Leadership. Her research identifying the impact of different types of leadership on student outcomes (Student- Centered Leadership) has been used to shape leadership policy and practice in Scandinavia, England, Singapore, Chile, Canada, Australia and New Zealand. She has received numerous awards from national and international professional and academic organisations including the Australian Council for Educational Leaders, the New Zealand Secondary Principals Association and the US-based University Council on Educational Administration. In 2011, she was made a Fellow of the American Educational Research Association for sustained excellence in educational research.  In 2016 the Royal Society of New Zealand awarded her the Mason Durie Medal for her international contributions to educational leadership research and practice. She currently leads a research and development programme on the leadership knowledge and skills involved in school improvement. To learn more visit her website at www.education.auckland.ac.nz/vmj-robinson

• PrefaceAcknowledgmentsAbout the AuthorPart A: Identifying the Proper Purpose of Leadership WorkChapter 1: Three Proper Purposes of EducationThe Proper Purposes of Educational InstitutionsLess Satisfactory Approaches to Identifying the Right WorkSummaryReflection and ActionChapter 2: Linking the Purposes to the Science of Learning and TeachingHow Students LearnImplications for Classroom TeachingSummaryReflection and ActionPart B: Doing the Right Leadership WorkChapter 3: Implications of the Science of Learning and Teaching for LeadershipDimension 1: Setting Goals and Expectations for Deep LearningDimension 2: Resourcing Strategically for Deep LearningDimension 3: Ensuring Quality Teaching for Deep LearningDimension 4: Leading Teacher Professional Learning for Deep LearningDimension 5: Ensuring a Safe and Orderly Environment for Deep LearningSummaryReflection and ActionChapter 4: Taking Context SeriouslyTraditional Concepts of ContextProposed Concept of ContextSummaryReflection and ActionPart C: Doing the Right Work the Right WayChapter 5: Virtues for Doing the Right Work the Right WayVirtues ExplainedVirtues as Inclusive of Motives, Knowledge, and SkillsThe Place of Virtues in Leadership FrameworksA Taxonomy of Virtues for Doing the Right Work the Right WaySummaryReflection and ActionChapter 6: Leadership VirtuesSources of Leadership InfluenceVirtuous Leadership MotivationsIdentifying and Nurturing a Virtuous Disposition to LeadRecruiting and Retaining Virtuous LeadersReluctance to LeadSummaryReflection and ActionChapter 7: Problem-Solving Virtues: StrategicThe Role of Knowledge and Skill in Virtuous Strategic LeadershipThe Role of Motivation in Virtuous Strategic LeadershipConnecting the Details With the Big PictureFinding the Strategic FocusEnacting the Strategic FocusMaintaining the Strategic FocusSummaryReflection and ActionChapter 8: Problem-Solving Virtues: AnalyticAnalytic Virtues and Theories of ActionAnalytic Virtues and Truth-SeekingMotivational Aspects of Analytic VirtuesThe Ladder of Inference: A Tool for Truth-Seeking LeadersStrategic and Analytic Virtues in ActionSummaryReflection and ActionChapter 9: Problem-Solving Virtues: ImaginativeImaginative Virtues and the Integration of Solution RequirementsImaginative Virtues, Creativity, and Problem-SolvingStrategic, Analytic, and Imaginative Virtues in ActionSummaryReflection and ActionChapter 10: Interpersonal VirtuesRelational Trust: A Guide for Deriving Interpersonal VirtuesFour Interpersonal VirtuesSummaryReflection and ActionChapter 11: Integrating Leadership, Problem-Solving, and Interpersonal VirtuesThe Task-Relationship DilemmaSummaryReflection and ActionChapter 12: Being Virtuous in Tough SpotsFostering Accurate ReportingBuilding Collegial AccountabilityProviding Critical EvaluationSummaryReflection and ActionChapter 13: Virtuous Leadership of Educational Improvement: A Case StudyThe Problem: Attendance at Vauxhall Secondary CollegeThe Leaders: Roles and ContributionsThe Method: Using CCPS to Improve AttendanceThe New Challenge: Addressing an Unanticipated ObstacleReflections on the Success of CCPS at Vauxhall Secondary CollegeReflections on the Contributions of Leaders’ Virtues to the Success of CCPS at VSCSummaryReflection and ActionConclusionChapter 14: ConclusionReferencesIndex

No one combines novel insights and precise ideas like Viviane Robinson. Robinson is as comfortable around the details of the trees as she is in stepping back to take in the forest. You won’t find a more unique and powerful book on leadership—one suited exactly for our times—than Virtuous Educational Leadership.