This third book in the Information Age book series, International Research on School Leadership, focuses on the changing nature of instructional leadership in the 21st century. Our goal is to examine instructional leadership from multiple educational and international perspectives. Unlike many leadership books that focus on conceptualizations and personal narratives, the seven chapters provide empirical evidence of how instructional leadership is evolving in the 21st century. From the effective schools research of the 1980s to today’s relentless calls for improved student performance, attention has focused on the instructional leadership roles and responsibilities of school principals, headteachers, and educational system leaders. The emphasis on student performance has gone global as evidenced by highly-publicized international studies, such as the Trends in International Math and Science Studies (TIMSS) and the Program for International Student Assessment (PISA), comparing student achievement in different countries. These developments have had substantial effects on school leaders, especially building-level principals and headteachers. Rather than being the only ones overseeing school improvement aimed at increasing student learning, many school administrators are distributing leadership responsibilities to other administrators and teachers on their campuses. To fully understand instructional leadership in the 21st century, the book examines three important dimensions of instructional leadership: (1) the current context for turning around low-performing schools, increasing teacher effectiveness, and providing equitable outcomes for all students, (2) international perspectives of instructional leadership development, particularly the value of teacher coaching and leadership development for aspiring and practicing school leaders in a developing country, and (3) the obstacles instructional leaders confront as they deal with fiscal constraints, political pressure, diverse student populations, and high-stakes standards-based reforms.

As the sixth volume in the International Research on School Leadership series, the contributing authors in this volume consider the history, challenges, and opportunities of the field of research and practice in educational leadership and administration in schools and districts. Ten years after the work of Firestone and Riehl (2005) and their contributing authors, our aim with the present volume was to summarize and update the work of the field, and provide a space to consider the multiple futures of educational leadership in schools and districts, as both challenges and opportunities. The first decade of the twenty?first century brought significant critiques, challenges, and competition to the research and practice of training leaders and administrators of schools and districts around the world. Congruently, the field experienced significant growth and change, as multiple new sub?domains flourished and were founded. Thus, in this volume we were delighted to included excellent chapters from multiple authors that considered the duality of the challenges and opportunities of: - The work of the field of educational leadership and administration research to date. - The opportunities and challenges of new visions of leadership in traditional and non?traditional schools. - The evolving state of research evidence in educational leadership and the increasing sophistication of multiple methodologies, including qualitative research, quantitative modeling, the ability to test theory, and the increasing opportunities brought on by the intersection of data, research, and practice. - The preparation of educational leaders. - And the emerging trends in the professional development of school leaders. The authors of the nine chapters in the present book volume took on this challenge of confronting the duality of not only including the past as we look to the future, but also the duality of the critique of the field in the midst of exciting and significant progress in our knowledge and understanding of leadership in schools. In the first section of the book (Chapters 2, 3 and 4), the authors examine the interplay of educational leadership research and theory as it relates to reform in schools, especially as it relates to serving historically underserved populations globally. In section 2 (Chapters 5 and 6), the authors highlight the importance of methodological considerations in school leadership research as a means to understand theory and practice as well as providing interesting avenues that point to multiple exciting future possibilities through rely ing on current innovations noted within the chapters. Section 3, (Chapters 7 and 8) examine the research and practice of school leadership preparation, especially as it relates to university?district partnerships and non?traditional school settings. And in the final chapter, (Chapter 9), our capstone contributor provides a means to link the present volume with the past writings on these topics, while also providing a lens to view the exciting possibilities and promises of the multiple futures of the field of educational leadership research and practice.

In an educational context where school and district performance is of increasing focus, it’s essential for leaders at all levels of the educational system to focus on improving student performance. This volume zeros in on a promising set of strategies and practices for all leaders to motivate, support, and sustain learning in contemporary schools. Learning-Focused Leadership in Action explores what it means for educational leadership to be "learning-focused," what this looks like in practice at both the school and district level, and how such leadership changes can be set in motion. Drawing on extensive case study research in schools and districts that are making progress on learning improvement, this volume explores how leaders at all levels of the educational system can productively seek to improve the quality of learning opportunities and student performance, no matter how challenging the circumstances.

Much of the literature has relied on others commenting on the work of educational leaders, rather than the voice of the leaders driving the commentary. There have been few studies attempting to capture principal voices within and between countries. The International School Leadership Development Network (ISLDN) was formed in 2009 and has had scholars from more than 20 countries involved (Barnett & Woods, 2021). In response to the pandemic, the ISLDN embarked on a study that analyzed the impact Covid-19 had on the school leaders and the way that they lead. The study captures a unique timeframe as the school leaders were still leading through the pandemic and adjusting to leadership after a global pandemic. In this book we are using these cases to describe how principals not only led their schools during the pandemic, but what they are doing as we come out of the pandemic. What makes this book different from many of the other publications about education and the pandemic is: A) Principal voice is often missing from research and writing about the educational impact of the COVID pandemic. B) The book draws upon empirical research conducted in 2022. It is reporting on principal case studies collected as part of the research of the International School Leadership Development Network. There are 37 principal cases from seven countries, and 25 writers. These cases have not been reported elsewhere and were collected especially for the book. C) The cases are focused not only on how principals led their school through the pandemic, but how they are leading beyond the pandemic. A feature of the cases is reflection on enduring changes to education and the implications for future educational leadership. D) Whilst principals discuss their responses to the various mandates and pressures, and what worked well and what could have been done better, they also reflect on the support they gave others, and the support they got.

Our fifth book in the International Research on School Leadership series focuses on the use of data in schools and districts as useful information for leadership and decision making. Schools are awash in data and information, from test scores, to grades, to discipline reports, and attendance as just a short list of student information sources, while additional streams of data feed into schools and districts from teachers and parents as well as local, regional and national policy levels. To deal with the data, schools have implemented a variety of data practices, from data rooms, to data days, data walks, and data protocols. However, despite the flood of data, successful school leaders are leveraging an analysis of their school’s data as a means to bring about continuous improvement in an effort to improve instruction for all students. Nevertheless, some drown, some swim, while others find success. Our goal in this book volume is to bring together a set of chapters by authors who examine successful data use as it relates to leadership and school improvement. In particular, the chapters in this volume consider important issues in this domain, including: • How educational leaders use data to inform their practice. • What types of data and data analysis are most useful to successful school leaders. • To what extent are data driven and data informed practices helping school leaders positively change instructional practice? • In what ways does good data collection and analysis feed into successful continuous improvement and holistic systems thinking? • How have school leadership practices changed as more data and data analysis techniques have become available? • What are the major obstacles facing school leaders when using data for decision making and how do they overcome them?

Focuses on the changing context of education; the changing nature of self-managing schools; their own leadership and management skills within this environment.

Written specifically for education practitioners, An Introduction to Educational Research: Connecting Methods to Practice approaches research methods from a practice-first perspective that aligns research with professional experiences and identifies the tools and resources readers can use when conducting their own research. Throughout the book, authors Chad R. Lochmiller and Jessica N. Lester illuminate complex research concepts using problems of practice confronting educators to help readers make meaningful connections with key concepts and research practices. The authors present balanced coverage across research methodologies that is linked to practice, so readers clearly see research as a tool they can use to improve classrooms, schools, districts, and educational organizations.

No greater challenge faces our society than improving the educational opportunities for millions of young people trapped in chronically low-performing schools. Overcoming this challenge requires talented and dedicated school leaders whose knowledge and skills extend far beyond what is covered in conventional principal preparation programs. This book draws on extensive research by the author and others on the actions needed to turn around low-performing schools. First, however, the book examines the personal qualities needed to undertake the turnaround process. Following chapters provide guidelines on diagnosing the school-based causes of low achievement and developing a school turnaround plan. The author focuses on the importance of continuous planning – a departure from standard practice. A major portion of the book is devoted to examples of first-order and second-order strategies for raising achievement. Specific recommendations for launching the turnaround process and sustaining gains beyond the first years of turnaround are provided. The concluding chapter addresses the role of school districts in supporting school-based turnaround efforts.

This book series, International Research on School Leadership focuses on how present-day issues affect the theory and practice of school leadership. For this inaugural book, we focused on the challenges facing new principals and headteachers. Because the professional lives of school leaders have increasingly impinged on their personal well-being and resources have continued to shrink, it is important to understand how new principals or headteachers share and divide their energy, ideas, and time within the school day. It is also important to discover ways to provide professional development and support for new principals and headteachers as they strive to lead their schools in the 21st century. For these reasons, this book is dedicated to exploring the rarely-examined experiences of those who enter the role as new principals or headteachers. By giving voice to new principals and headteachers, we are able to determine what aspects of leadership preparation ring true and what aspects prove to be of little or no utility. Unlike leadership texts that have focused on conceptual considerations and personal narratives from the field, this book focuses on a collection of empirical efforts centered on the challenges and issues that new principals and headteachers experience during their initial and crucial years of induction. We solicited and accepted manuscripts that explore the multi-faceted dimensions of being a new principal or headteacher in the 21st century. Our goal was to create an edited book that examines the commonalities and differences that new principals and headteachers experience from an international perspective. This edited book is comprised of six chapters, each of which contributes a unique perspective on the responsibilities that new principals and headteachers are experiencing at the dawn of the 21st century.

`If one is concerned with the future of education this book is a must. While it is humbling it is also an inspirational invitation for transformation' - Florida Journal of Educational Administration & Policy `It is clear that school leadership has had to adapt to the changing educational climate and this has required changes at all levels, as well as shifts in balance. This book addresses these challenges and demonstrates a variety of illustrative examples of how successful these changes can be. This is a useful primer for those studying leadership in schools and some of the associated theories and practice . There are wide and well-considered references across the educational and management lendscape and it provides thought-provoking views on how leadership can be practised'-ESCalate `The fact that we know you are watching, Brian, helps all of us both to perform well in the present and to invent a future in which we perform better still...I commend Brian's writings to anyone committed to world-class public education' - Professor Sir Michael Barber, Expert Partner, Global Public Sector Practice, McKinsey and Company, Former Head of Prime Minister's Delivery Unit at 10 Downing Street `In Re-imagining Educational Leadership Brian Caldwell has set an outstanding framework for school leaders and educators to fundamentally rethink schools and school leadership. The book is very perceptive and links ideas and concepts to the practical reality of schools in an inspiring and imaginative way. This is a 'must read' book for all those involved in developing inspiring leadership in our schools. This is a major contribution to the educational literature' - Professor Brent Davies, Professor of International Leadership Development at the University of Hull `Brian Caldwell has successfully brought together an analysis of past and current practice in leadership but, most significantly, he has outlined key thoughts, ideas and perspectives to inspire leaders in their personal learning journey in the future... This book will become one of the key sources of ideas for leadership in schools over the next few years. It is both accessible and thought provoking while never losing the practical relevance to schools and school leaders. This is a "must read" for all those involved in educational leadership and 21st century schooling' - International Journal of Educational Management We do not know the precise form that education will take in different settings in 25 years' time. No-one does. No-one should claim to have this foresight. Leadership is required, however, regardless of the form that education takes. In this book, Brian Caldwell draws on his work on self-managing schools, his most recent work in the UK with the Specialist Schools and Academies Trust, and on evidence from around the world, to describe how leadership is changing the world of education on a scale that can best be described as transformation. Such leadership differs in important ways from what has been expected in the past: it requires a change in role at all levels, and shifts the balance from what is often a dispiriting and discouraging experience to one that is exhilarating. The author's insight and recommendations are essential reading for all school leaders, potential school leaders and policy makers at local and national levels who seek to secure high levels of achievement for all students in all settings. About the author Brian J. Caldwell is Managing Director of Melbourne-based Educational Transformations, and Professorial Fellow at the University of Melbourne where he served as Dean of Education from 1998 to 2004. He is Associate Director-Global of International Networking for Educational Transformation, a project of the London-based Specialist Schools and Academies Trust. Brian is internationally known as an expert in educational leadership. Awards include the Gold Medal of the Australian Council of Educational Leaders, the Hedley Beare Educator of the Year Award (Victoria), and the College Medal (Australia) of the Australian College of Educators.