Rethinking Educational Leadership

From improvement to transformation

Professor John West-Burnham

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Paperback

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English

Network Continuum Education
29 May 2009

Organisation & management of education; School governors & school boards

John West-Burnham offers a radical critique of prevailing models of leadership in education, particularly models of school leadership, notably the British view of headship. For almost a generation, school leadership has been focused on the concept of improvement, within a policy context of improvement and a prevailing culture rooted in incremental adjustment rather than a fundamental reappraisal.

Transformation is a particularly evocative concept; it is one of those words that it is almost impossible to raise objections to. However, as is so often the case with such words, its power is often proportionate to the ambiguity with which it is used. In the context of a discussion about transforming schools three broad categories of usage might be identified: transformation as improved performance, transformation as the achievement of optimum effectiveness and transformation as profound change. It is in this latter respect that the book will offer an alternative model of leadership. Transformation is not about improving output or efficiency; it is not about incremental improvement or optimising organizational effectiveness. Transformation is rather about the profound change of every component of the organization following a fundamental reconceptualisation of its purpose and nature. Transformation is a process that ensures that an organization is appropriate to the context in which it operates. Transformation is about questioning the very nature of the school as an organization and the nature of organizations.

The distinctive nature of this book is that it will focus on leadership attitudes, values and personal qualities (the elusive and intangible elements of leadership) rather than simply reworking the traditional blend of knowledge, skills and experience. Central to the book will be the notion of the personal ‘mind map' - the model of leadership that determines personal behaviour. The book will focus on helping leaders review and reconceptualise their personal mindscapes.

The book will have a strongly practical focus and is designed to be a resource for school leaders who find that their work is increasingly moving beyond traditional boundaries into areas for which there are few precedents and only limited resources.

By: Professor John West-Burnham
Imprint: Network Continuum Education
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm, Spine: 8mm
Weight: 226g
ISBN: 9781855396586
ISBN 10: 1855396580
Pages: 152
Publication Date: 29 May 2009
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

Preface Introduction Understanding leadership Chapter 1 Leadership for Transformation Chapter 2 Leadership and creativity Chapter 3 Leadership and Democracy Chapter 4 Moral Leadership Chapter 5 Interpersonal Leadership Chapter 6 Leadership and Spirituality Chapter 7 The Leader as Intellectual Chapter 8 Leading Learning communities Chapter 9 Leadership Development and Personal Effectiveness Chapter 10 Strategies to support transformation

Professor John West-Burnham is a writer, teacher and consultant in education leadership with a particular interest in leadership learning and development, and learning in schools and communities. He has been a school teacher, teacher trainer and education officer, and has held posts in five universities. He is Professor of Educational Leadership at St Mary's University College, Twickenham. John is the author or editor of 23 books and he has worked in 21 countries.

Reviews for Rethinking Educational Leadership: From improvement to transformation

'This book is the authentic voice of West-Burnham and reverts back to the quality and insightfulness that have long been associated with his work...a perceptive account of leadership which provides the educationalist with a wealth of insights and perspectives. -- International Journal of Educational Management