This book offers provocations for what's now and what's next in educational leadership, simultaneously bringing the field both back to its basics-of equity, democracy, humanity, and education for all-and forward to productive, innovative, and necessary possibilities. Written during the pandemic reality of 2020, this collection shares the global voices and expertise of prominent and emerging leaders, scholars, and practitioners in education from the UK, the United States, South America, Canada, Europe, Australia, and the Middle East. The authors engage with the complexities and uncertainties of leading in education. They examine research, reflections, and real stories from which school leaders, education system leaders, policymakers, and researchers in the field of educational leadership, can learn, and in which they will find honesty, authority, and inspiration to guide the future of the field. The new perspectives and hopeful alternatives presented in this outstanding book are essential to researchers, school leaders, and policymakers, and are key to advancing education into positive and democratic futures.

This is a book by educators, for educators. It grapples with the complexities, the humanity and the possibilities in education. In a climate of competing accountabilities and measurement mechanisms; corporate solutions to education 'problems'; and narratives of 'failing' schools, 'underperforming' teachers and 'disengaged' students; this book asks 'What matters?' or 'What should matter?' in education. Based in the unique Australian context, this book situates Australian education policy, research and practice within the international education narrative. It argues that professionals within schools should be supported, empowered and welcomed into policy discourse, not dictated to by top-down bureaucracy. It advocates for a flipping, flattening and democratising of the education system, in Australia and around the world. Flip the System Australia: What matters in education brings together the voices of teachers, school leaders and scholars in order to offer diverse perspectives, important challenges and hopeful alternatives to the current education system.

Emerging from an education world that sees professional learning as a tool to positively shape teaching practice in order to improve student learning, Transformational Professional Learning elucidates professional learning that is transformational for teachers, school leaders, and schools. Written from the unique 'pracademic' perspective of an author who is herself a practising teacher, school leader, and researcher, this book articulates the why and the what of professional learning. It acts as a bridge between research and practice by weaving scholarly literature together with the lived experience of the author and with the voices of those working in schools. It covers topics from conferences, coaching, and collaboration, to teacher standards and leadership of professional learning. This book questions the ways in which professional learning is often wielded in educational settings and shows where teachers, school leaders, system leaders, and researchers can best invest their time and resources in order to support and develop the individuals, teams, and cultures in schools. It will be of great interest to teachers, leaders within schools, staff responsible for professional learning in school contexts, professional learning consultants, professional learning providers, and education researchers.

Emerging from an education world that sees professional learning as a tool to positively shape teaching practice in order to improve student learning, Transformational Professional Learning elucidates professional learning that is transformational for teachers, school leaders, and schools. Written from the unique 'pracademic' perspective of an author who is herself a practising teacher, school leader, and researcher, this book articulates the why and the what of professional learning. It acts as a bridge between research and practice by weaving scholarly literature together with the lived experience of the author and with the voices of those working in schools. It covers topics from conferences, coaching, and collaboration, to teacher standards and leadership of professional learning. This book questions the ways in which professional learning is often wielded in educational settings and shows where teachers, school leaders, system leaders, and researchers can best invest their time and resources in order to support and develop the individuals, teams, and cultures in schools. It will be of great interest to teachers, leaders within schools, staff responsible for professional learning in school contexts, professional learning consultants, professional learning providers, and education researchers.

This is a book by educators, for educators. It grapples with the complexities, the humanity and the possibilities in education. In a climate of competing accountabilities and measurement mechanisms; corporate solutions to education 'problems'; and narratives of 'failing' schools, 'underperforming' teachers and 'disengaged' students; this book asks 'What matters?' or 'What should matter?' in education. Based in the unique Australian context, this book situates Australian education policy, research and practice within the international education narrative. It argues that professionals within schools should be supported, empowered and welcomed into policy discourse, not dictated to by top-down bureaucracy. It advocates for a flipping, flattening and democratising of the education system, in Australia and around the world. Flip the System Australia: What matters in education brings together the voices of teachers, school leaders and scholars in order to offer diverse perspectives, important challenges and hopeful alternatives to the current education system.

This book offers provocations for what’s now and what’s next in educational leadership, simultaneously bringing the field both back to its basics—of equity, democracy, humanity, and education for all—and forward to productive, innovative, and necessary possibilities. Written during the pandemic reality of 2020, this collection shares the global voices and expertise of prominent and emerging leaders, scholars, and practitioners in education from the UK, the United States, South America, Canada, Europe, Australia, and the Middle East. The authors engage with the complexities and uncertainties of leading in education. They examine research, reflections, and real stories from which school leaders, education system leaders, policymakers, and researchers in the field of educational leadership, can learn, and in which they will find honesty, authority, and inspiration to guide the future of the field.

The new perspectives and hopeful alternatives presented in this outstanding book are essential to researchers, school leaders, and policymakers, and are key to advancing education into positive and democratic futures.

Table of Contents

Introduction: What’s now and what’s next in educational leadership, Deborah M. Netolicky. Section I: Knowledge and Theory of Educational Leadership 1. Back to the future: Recuperating educational administration? Pat Thomson 2. Leading forward by salvaging for the future, Christine Grice 3. Wayfinding: Navigating complexity for sustainable school leadership, Deborah M. Netolicky and Claire Golledge 4. Leading in context: Lessons from Nuance, Michael Fullan 5. Distributed leadership and networking: Exploring the evidence base. Cecilia Azorín, Alma Harris, and Michelle Jones Section 2: Diversity and Inclusion in Educational Leadership 6. Multilevel distributed leadership: From why to how. Asmaa Alfadala, Richard Paquin Morel, and James Spillane 7. 'Deadly leadership' in the pursuit of Indigenous education excellence, Suraiya Hameed, Marnee Shay, and Jodie Miller 8. Leadership, identity, and intersectionality, Andy Hargreaves and Dennis Shirley 9. Women as leaders in education: What works and what must we improve?Vivienne Porritt 10. A tale of two leaders: Reflecting on senior co-leadership in higher education, Karen Edge Section 3: Systems and Structures for Educational Leadership 11. Leading large-scale educational change in the twenty-first century: Educational leadership pre-, during, and post-pandemic, Carol Campbell 12. Educational administration’s paradises lost: A flâneur/se stroll through the futures past, Eugenie A. Samier 13. Schools as ecosystems of leadership: Leading by all and for all, Liliana Mularczyk 14. Leading to liberate learning: Educational change meets social movements. Santiago, Rincón-Gallardo 15. What could education leadership look like outside the system? Annie Kidder, Eloise Tan, and Christine Corso. Conclusion: Educational leadership for all, Deborah M. Netolicky