A Curriculum Guide for Middle Leaders is a comprehensive guide to the curriculum for middle leaders and subject leaders. Designed to support middle leaders in both primary and secondary schools, it explores every aspect of successful curriculum leadership beginning with intent and moving on to cover implementation and impact. It is closely aligned to the new inspection framework and demystifies key terminology including selection, sequencing, progression, and interleaving. Written in an accessible Q&A format, the book equips readers with the tools and the knowledge they need to construct an imaginative and effective subject curriculum, and prepares them to take part successfully in ‘deep dives’. There are also templates and practical tools drawn from good practice across the country that can be easily adapted for individual subjects and schools. Addressing the key concerns of both experienced leaders and those new to the role, this essential resource encourages readers to think deeply about the curriculum and how it is taught, enabling them to make a significant contribution to whole school improvement.

Curriculum Leadership by Middle Leaders focusses on major issues relating to the continuing national and international discourse on curriculum leadership, and highlights the vital role of middle leaders in schools. School leadership has focused primarily on first-order change involving school leaders or principals. This book seeks to put the spotlight on second-order change that involves curriculum leadership and professional development support on the part of middle leaders for more sustainable and long-term change in teaching and learning that will influence what happens in classrooms. With timely and thought-provoking contribution from authors who pursue a range of scholarly interests in multiple educational settings, the book is guided by several underlying questions: How might we re-envision curriculum leadership so that it addresses both local and global concerns and aspirations? How might we better grasp how middle leaders understand and respond to the pressures of educational reform initiatives? How might middle leaders transform pressures into possibilities? This book will appeal to current teachers, those currently undertaking teacher training and students or academics carrying out research in the field of educational leadership.

Based on research and consultations with influential school middle leaders, Middle Leadership in Schools presents ideas and actions designed specifically to stimulate and enhance educators leading from the middle, as a catalyst to enable them to do what they do with greater influence and impact.

Middle leading refers to those teachers that both teach and have leadership roles, and thus can bridge the gap between the practices of learning and the managemant of schooling. Focusing on the practices of middle leaders, this book addresses the current lack of support and professional development for middle leaders in educational settings. Middle Leadership in Schools positions middle leaders as professional leaders, and an integral part of educational and professional development in schools and other educational institutions. Drawing on empirical research spanning four countries, this book provides readers with a conceptual framework to understand middle leading and shows how middle leading practices unfold in real educational contexts. This is a valuable resource that goes beyond a theoretical conversation about middle leaders to provide readers with practical applications based on extensive research undertaken by the authors. The book is divided into seven chapters, each of which include reflective discussion questions and recommended readings to promote collaborative engagement with the text. Chapters cover topics such as how middle leading is shaped in practice, its role in professional development and its impact on schools. Illustrating to middle leaders how they can develop their leadership skills, the book will also be of interest to school principals and other senior leaders as a guide to supporting their middle leaders.

Disruptive Women is your guide to changing the status quo in the education system. Drawing from rich, varied perspectives from across the global WomenEd community it offers guidance, solidarity and real-life examples of how to make change happen in four vital areas: Increasing the representation of women in educational leadership Breaking down barriers that exclude diverse women from leadership roles Disrupting the gender pay gap for women leaders Championing flexible working for more equitable working cultures This is unmissable reading for anyone working in schools, universities and other educational organisations who recognises the need to disrupt, innovate and to change education to be more inclusive, equitable and diverse.

Are you a new or aspiring middle leader? Or have you been doing the job for a while but want some practical tips to ease workload and support your staff? This book draws together real experiences of middle leadership, both good and bad, and offers practical tips to help you find your voice, support your team, act with integrity and work with the Senior Leadership Team to improve your school. Covering all aspects of middle leadership including leadership styles, pedagogical approaches, the role of social media, how to tackle difficult conversations, staff wellbeing and much more, the authors will help you avoid common pitfalls, navigate highs and lows, and develop a school environment that enables both students and staff to flourish. For any new, experienced or prospective middle-leader Doing Middle Leadership Right provides a professional insight into how to lead with humanity at the centre of your practice. It puts staff and their wellbeing first – focussing not only on how to have the highest standards for both students and staff but also how to lead ethically.

Written in a clear and readable style, the book contains an extensive exploration of leadership models and management strategies and is based on the latest research.

This book uses practice theory to examine the role of ‘middle-leadership’. In particular, it investigates the practices of ‘leading in the middle’ in the cultural-discursive, material-economic, and social-political domains – i.e., the sayings, doings and relatings of middle leading. This perspective acknowledges the ecological arrangement of leading practices in schools, and the necessity of considering the unavoidable reality of the site. The analysis is used to promote the need to view leading in the middle as a form of praxis – a morally and ethically informed practice that requires thoughtful decision-making and action in situations where the outcomes are not always clear. This book focuses on the practice of leading for those in ‘middle management’ positions in primary and secondary schools, such as those responsible for curriculum leadership, including senior teachers, assistant principals, and curriculum leaders. In their positions that bridge ‘management’ and ‘the classroom’ they are significant leaders in promoting and sustaining effective pedagogy for good learning outcomes, and they have to continue to provide high-quality teaching in their own classrooms, while simultaneously being a mentor, coach, supporter and evaluator for their colleagues.

Leading improvement for gifted and talented students provides a framework for a set of high-impact strategies that individually and together can be the focus of improving high-level outcomes for gifted and high-ability students across the school.

This comprehensive Handbook explores how to best understand, develop and practise educational leadership in an era of significant disruption to education. Contributors evaluate the latest developments in leadership in education and provide novel insights into key conceptual and methodological issues.