Leading Education Systems

Half TItle Page
Title Page
Copyright Page
Contents
About the Editors
About the Contributors
Foreword
	References
Introduction to the Book
	Reference
Praise for Leading Education Systems
978-1-80071-130-320211001.pdf
	1:System leaders scaling successful educational reforms in an uncertain future
		Key Recommendations for System Leaders.
		Challenges offer leadership opportunities.
		System leaders have insufficient
preparation for VUCA challenges
		Reform is all about people
		System leaders require clear ethical
and moral guidelines
		System leaders lead complex systems
		Scaling successful educational reforms
		Nuanced leadership best in uncertain times
		References
978-1-80071-130-320211002.pdf
	2:
Leading education change internationally: towards a new approach
		Introduction and overview of chapter
		Education change processes are
increasingly complex
		Moving from Tradition to Complexity
		Rethinking education change
			(1) The Policy Design Process
				How are these Policy Options Chosen?
			(2) The Engagement of Stakeholders
			(3) Institutional and Policy Alignment
		What does leading education change
mean in practice?
		What are the implications for system leadership?
		References
978-1-80071-130-320211003.pdf
	3:
Quality leadership for learning systems
		Introduction
		The Evolution of Quality Strategies
within School Systems
		‘Theories of change’
		An Alternative Approach – Collective Capacity-Building for Quality Improvement
		Creating a ‘learning system’
		Building a quality strategy based on
collective capacity-building
		School self-evaluation
		External Evaluation
		National qualifications and examinations
in the upper stages
		Assessment of student progress at
earlier stages
		Stakeholder engagement
		Evaluation and appraisal of teachers and school leaders
		What are the implications for leaders and system leadership in a VUCA world?
		Notes
		References
978-1-80071-130-320211004.pdf
	4:
System leadership for promoting collective responsibility and communities of learners: Insights from China
		Introduction
		System leadership and professional capital
		Cultural and contextual antecedents for system leadership in China
		Selected system reform initiatives
			Different Forms of School Consortiums
			Networked Teacher PLCs
			District/municipal-level Teaching-Research Officers (jiaoyanyuan)
		Implications for System Leaders and Leadership
		Acknowledgement
		References
978-1-80071-130-320211005.pdf
	5:
System Leadership for Future-ready Learners in Singapore
		Introduction
		System leadership fulfilling the purposes
of education
		System Leadership for Future-ready Learning
		System Leadership for Future-ready Life work
		Leadership for Future-ready Living
		Conclusions
		References
978-1-80071-130-320211006.pdf
	6:
Leading School Districts for Improved Student Success
		Introduction
		Framework (see Appendix)
			District Characteristics and District Leadership Practices
			Mediating Conditions
				School Leadership
				School, classroom and family conditions
		Methods
		Results
			What are the Relative Effects of School, Classroom and Family Conditions Identified by Previous Research as Significant Influences on Student Learning?
			To What Extent is Effective School Leadership Associated with the Status of those School, Classroom and Family Conditions?
			What Practices of District Leaders Make Significant Contributions to Their Students’ Success at School?
			How do District Leadership Practices Interact with Conditions Found in Schools, Classrooms and Families, as Well as School-Level Leadership, to Influence Student Achievement?
		Conclusions: Implications for District Leadership
		Note
		References
		Appendix: Framework for District Leadership Practices
978-1-80071-130-320211007.pdf
	7:Leading a connected and partnership-based system
		The need to connect and what drives it?
		A connected and partnership-based system: what does it look like?
		A closer look at self-improving systems
			A Self-Improving System has Well-Functioning Systems and Structures with Clear Roles and Responsibilities Linked to Purpose
			A Self-Improving System has a Well-Connected and Constantly Maturing System of Partnerships of Schools Working Together
				Defined by projects 
				Defined by relationships 
				Defined by delivery 
				Defined by improvement and transformation 
			A Self-Improving System is Cultivating a New Form of
System Leader Able to Lead Beyond Boundaries for the Benefit of the System as a Whole
			Self-Improving Systems Work on Mindset and Culture Change as Essential dor Sustainable Improvement and System Maturity Over Time
		Sustainability and future leaders
		The future of system leadership in a VUCA world
		Notes
		References
978-1-80071-130-320211008.pdf
	8:
Sharing Our Story: One Approach to School and System Improvement
		Introduction
		An Overview of Phase 1
		And the Story Unfolds
			A Consistent Method of Use of the NSIT
			Development and Trial of an ESIT
				Domain 1: Clarity of Vision and Purpose
			‘Getting to Know Our Workforce’ Inquiry: Part 1
				(a) Future School Leaders Program
				(b) University School/Faculty of Education Partnerships
				(c) CEDWW Workforce Capability Framework
				Position: Principal: Primary School (Band 2: 101–300 Students)
			Formation of a National Inter-Diocesan
Improvement Network
		Implications for System Leadership and Leaders in Uncertain Times
		Concluding Comment
		References
978-1-80071-130-320211009.pdf
	9:
System Leadership – Human Flourishing Through Building Trust
		Introduction
		The context
		Context Within Church
		Context in Society
		Context and Mission of Catholic Education
		The System Leadership Imperative
			Guiding Principles for System Leaders
			System Leadership in the Everyday
			The Opportunity
		Note
		References
978-1-80071-130-320211010.pdf
	10:
Leading successful systems in a VUCA world: advice from our contributing authors
		Concluding remarks
		References
978-1-80071-130-320211011
	Index