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Navigating Uncertainty

Sensemaking for Educational Leaders

Shelley Hasinoff and David Mandzuk

In Navigating Uncertainty: Sensemaking for Educational Leaders, the authors introduce a 5-step sensemaking approach for managing the kinds of challenging problems, dilemmas and crises that occur daily in educational systems. Drawing on complexity theory, social capital, and sensemaking, they make the case that educational leaders can no longer rely on traditional scientific principles or their own instincts to manage complex problems but need a new way to think about their certainties and their relationships. The authors illustrate their approach with scenarios, based on the real-life experiences of principals, superintendents and deans and provide several innovative tools to help educational leaders better understand and navigate the uncertainties they face every day in their jobs.

The Teacher’s Role in the Changing Globalizing World

Resources and Challenges Related to the Professional Work of Teaching

Edited by Hannele Niemi, Auli Toom, Arto Kallioniemi and Jari Lavonen

The teacher's role is changing rapidly throughout the world. Traditional ways of working as a teacher are being challenged and teachers are faced with new areas of expertise they need to manage as educational professionals. These characteristics, challenges, and changes in the teacher’s role have been identified internationally and are both conceptual and practical. Teachers’ work now includes much more than teaching in classrooms and has expanded to designing new learning environments, collaboration and networking with others and mentoring colleagues. The Teacher’s Role in the Changing Globalizing World addresses the significance of considering these issues, researching them, and emphasising the importance of actively influencing and protecting the parameters of the teacher role.

Sue L.T. McGregor

This book shares a collection of novel ways to re-conceptualize and envision the moral imperatives of consumption, thereby providing invigorating insights for future dialogue and intellectual and social action. It privileges a consumer moral leadership imperative, which augments the conventional management imperatives of sustainability, ethics, simplicity and environmental integrity. There are 13 chapters, including first-ever discussions of non-violent consumption, transdisciplinary consumption, consumer moral adulthood, integral informed consumption, conscious and mindful consumption, biomimicry informed consumption, and consumer moral leadership as a new intellectual construct. The book strives to intellectually and philosophically challenge and reframe the act, culture and ideology of consuming. The intent is to foster new hope that leads to differently informed activism and to provocative research, policy, entrepreneurial and educational initiatives that favour the human condition, the collective human family and interconnected integrity. This book strives to move consumers from managing for efficiency to leading for moral efficacy, the ability to use their existing moral capacities to deal with moral challenges in the marketplace. The very core of what it means to be a morally responsible member of the human family is challenged and re-framed through the lens of consumer moral leadership.

Leadership for Inclusion

A Practical Guide

Series:

Edited by Alan L. Edmunds and Robert R. Macmillan

What task might a principal undertake that would be more critical to teachers and students than to engage in leadership for inclusion? All education stakeholders have an inescapable vested interest in enabling principals in their mandate to be better informed about inclusion and to provide leadership based on such insights. In this manner, principals can directly support teachers who enact inclusion with students on a daily basis. Whilst our aspirations for such professional growth and practice in principals are laudable, exactly what this growth and practice might represent is mostly nebulous; therefore, good leadership for inclusion is more likely to occur by happenstance than by meticulous design. That is no longer the case.
This important and timely collection of international writings examines just what comprises the critical issues within inclusion and provides principals with a series of practical guides to direct their practice. This book takes leadership for inclusion out of the purely theoretical realm and firmly plants it in the professional lives and realities of principals and teachers in schools. The fundamental tenets and suggestions provided here have international application and should be essential readings for all principals and others in similar positions who are concerned about the welfare of teachers and students involved in inclusive education.
Leadership for Inclusion: A Practical Guide makes a significant contribution to an emerging literature in which all professional educators, and especially principals, are beginning to vigorously take on the new challenges presented by inclusion and inclusive schooling. Overall, this volume of candid propositions about principals’ practice invites the reader to engage in likeminded analyses and syntheses and to enfold their newfound knowledge and skills into their leadership. Given the influence that inclusion now has on education around the world, there is no task more worthy.

Leading Educational Change Wisely

Examining Diverse Approaches to Increasing Educational Access

Christopher M. Branson

Despite over 40 years of research and writing about how to lead educational change, we still can’t get it right. Although we keep fine tuning our present ways, we are yet to come up with an approach that enables educational change to happen successfully and sustainably. Although this book acknowledges the importance of learning from our past, it also highlights a key deficiency that has consistently compromised these efforts. To date, our approach to leading educational change has mainly focussed on trying to come up with the perfect practical strategy or plan. In contrast, this book argues that leading educational change successfully is not about following a clearly defined process like following a recipe, but it is an improvisational art more like driving down a busy main street during peak hour traffic. The successful leadership of educational change is an improvisational art because although the leader needs to have an overarching strategy, a guiding plan, what they actually do from moment to moment cannot be scripted. The leader has to move back and forth from their plan to the reality currently being experienced so that the plan is being achieved but any adverse effects on those involved are being empathically and immediately attended to as well. This approach to the leadership of educational change emphasises the need of the leader to be able to cope with the unforeseen, the unexpected, and the idiosyncratic. Moreover, this approach to the leadership of educational change emphasises the relational as well as the rational requirements. While such views might be familiar to many, what is new and unique about this book is that it describes how it all can be achieved. It provides clear, research supported, guidance for those who wish to finally lead successful and sustainable educational change.

Educational Accountability

Professional Voices From the Field

Edited by Kenneth D. Gariepy, Brenda L. Spencer and J-C Couture

In an age when responses to accountability regimes in education range from hysteria to cynicism, this volume reframes accountability in narratives of collective, participatory responsibility that leave one feeling inspired and ready to act. The authors, all scholar-practitioners speaking from contexts spanning leadership, policy, literacy, indigenous education, and diversity, explore ways to navigate accountability discourses with wisdom, courage and hope.—Tara Fenwick, PhD, Head, Dept. of Educational Studies, University of British Columbia.
In this collection, the preoccupation of educational institutions with accountability is critically examined by writers who work in the field. They consider the impact of accountability regimes on professional practice and the learning agenda, challenge current policies and call for a rethinking of accountability. The skills and knowledge associated with this work is what we should hold schools accountable to. It is, as you see from reading these contributions, time for change.—Stephen Murgatroyd, PhD, Chief Scout, The Innovation Expedition Inc.
About the Book
From their diverse perspectives, nine educational practitioners discuss current educational accountability policies and how these affect students, educators, learning and teaching in a variety of settings, from K-12 schools to post-secondary institutions and government agencies. The authors combine theory, research and their day-to-day experiences to reflect on the challenges posed by realities such as outcomes-based curricula, high-stakes testing, standardized reporting and management by objectives. By examining current accountability initiatives and their effects in relation to core values of public education such as equity, diversity, democracy and opportunity, this book offers educators a range of insights for thinking about and doing education differently.

Leaders in Curriculum Studies

Intellectual Self-Portraits

Series:

Leonard J. Waks and Edmund C. Short

In the 1950s and 1960s school teaching became a university-based profession, and scholars and policy leaders looked to the humanities and social sciences in building an appropriate knowledge base. By the mid-1960s there was talk about a “new” philosophy, history, and sociology of education. Curriculum thinkers such as Joseph Schwab, Dwayne Heubner and Paul Hirst initiated new intellectual projects to supplement applied work in curriculum.
By the 1970s the field was in the process of re-conceptualization, as a new generation of scholars provided deep critical insights into the social, political and cultural dynamics of school experience and templates for renewal of curriculum research and practice.
In this book, 18 leading curriculum scholars since 1970 who remain influential today present the fascinating stories of their lives and important new contributions to the field. They trace their early experiences in teaching and curriculum development, creative directions in their work, mature ideas and perceptions of future directions for the field. Each chapter contains a list of works chosen by the authors as their personal favorites.

Transformative Leadership and Educational Excellence

Learning Organizations in the Information Age

Series:

Edited by Myint Swe Khine and Issa M. Saleh

On records, the evolution of human development pays a considerable tribute to the relentless efforts made by generations of teacher educators set out to train academic leaders and teachers committed to the implementation of educational policies parallel to the mental edification of young students. Teacher educators, faced the challenges, overcame the obstacles, and refined the pedagogies of our educational system with many innovative approaches. As the world faces increasing uncertainties and adamant shifts of knowledge economy, it is apparent that education plays an ultimate role in creating adept and geared up citizens, to lead the way to the future. Designing and managing learning school organizations that can sustain a competitive advantage in this fast-changing environment demands transformative leaders primed and ready to the building or our intellectual capital for the future. Many books on teacher education, educational management and leadership have been written in the past, but most of them do not keep up with the fast-changing educational scene and only a few include future scenarios. This book presents the anticipated trends and demands of the new knowledge economy, and it aims to achieve its goals with the use of various tools, generative and collaborative efforts, increasing leadership capability in dynamic and complex contexts, enculturation of cutting edge knowledge for educational advancement and creation of teams that focus learning organizations.
This book brings together prominent and leading teacher educators and researchers from around the world to present their scholarship, theories and practice, case studies, state-of-the- art approaches and upshot predictions. This book embodies collective knowledge inquiry and represents professional conversations. The chapters provides information on recent trends and development in teacher education, the important role of educational management and leadership in educational transformations and promising practices for desired outcomes. The book is a critical and specialized resource that describes how transformative leadership can play an important role in achieving excellence in education. The topics covered are: Educational Leadership and Effective Teaching, Research in Transformational Leadership, and Professional Development and Social Capital Building in Schools.
The series, Educational Leadership and Leaders in Contexts, emphasizes how historical and contextual assumptions shape the meanings and values assigned to the term leadership. The series includes books along four distinct threads:
• Reconsidering the role of social justice within the contexts of educational leadership
• Promoting a community of leadership: Reaching out and involving stakeholders and the public
• Connecting the professional and personal dimensions of educational leadership
• Reconceptualizing educational leadership as a global profession
Perhaps to a greater extent than ever before, today's educational leaders find themselves living in a world that is substantially different from what it was just a decade ago. The threads of social justice, community leadership, professional and personal dimensions, and globalism have added contextual dimensions to educational leaders that are often not reflected in their local job descriptions. This book series will focus on how these changing contexts affect the theory and practice of educational leaders.
Similarly, the professional lives of educational leaders has increasingly impinged upon their personal well-being, such that it now takes a certain type of individual to be able to put others before self for extended periods of their working life. This series will explore the dynamic relationship between the personal and the professional lives of school leaders.
With respect to communities, recent educational reforms have created a need for communities to know more about what is happening inside of classrooms and schools. While education is blamed for many of the ills identified in societies, school leaders and school communities are generally ignored or excluded from the processes related to social development. The challenge facing school leaders is to work with and build community support through the notion of community leadership. Thus, leadership itself involves working with teachers, students, parents and the wider community in order to improve schools.
As for the fourth thread, globalism, school leaders must now work with multiple languages, cultures, and perspectives reflecting the rapid shift of people from one part of the world to another. Educational leaders now need to be educated to understand global perspectives and react to a world where a single way of thinking and doing no longer applies.

Between the 'Real' and the 'Imagined'

Professional Learning, Reflective Practice and Transformational Leadership

Series:

Leslie James Pereira

How can the idea of leadership be understood in the context of modern day schools? What can contemporary perspectives on knowledge and the nature of its acquisition offer the practicing educator? Between the 'Real' and the 'Imagined' examines the essence of what it means to be a leader. Drawing on a lived experience of the complexities that face those in leadership positions, it explores espoused aims and accepted practices and challenges conventional ideas of traditional and transformative approaches. Within a framework of narrative inquiry, the author describes, analyses and reconceptualises issues and understandings that are central to the human experience and which impact heavily on the interactions between the leader and the led. He gains perspective by drawing on a variety of seemingly disparate lenses while drawing on insights from across cultures and epistemological frames. As a postmodern example of both the process and the product of 'coming-to-know', Between the 'Real' and the 'Imagined' offers graduate students, academic faculty and researchers in education, leadership and the social sciences a theoretically stimulating text while maintaining ‘a grounding in real life sensibility that will appeal to educational practitioners.’