* What drives school leaders? * What do they do on a day to day
basis? * What helps or constrains their decision-making? * What
keeps them focused amidst challenges? Rather than applying theory
to practice, Exploring School Leadership in England and the
Caribbean draws on how school leaders practice and experience their
own leadership. Paul Miller draws on case studies from Jamaica and
England to explore what it means to be a school leader and explores
a wide-range of issues, including accountability, performativity,
inclusion and multiculturalism, technology, staffing and resourcing
decisions. While no two school leaders will have identical
experiences as a school leader, Paul Miller draws on the first-hand
accounts of school leaders to show that regardless of school size,
type and location there are a number of common experiences and
themes. Miller acknowledges that the practice of school leadership
is occurring in an uncertain economic environment, buoyed by a fast
paced policy context where by targets linked to national economic
development are the new normal. He concludes that school leadership
is a continuous balancing act driven by and experienced through an
"Economic-motor model" of schooling- which he proposes.
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