High-Leverage Leadership: Improving Outcomes in Educational Settings (Leading School Transformation)

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Globalisation of world trade, international media, technological innovation and social change are creating opportunities and challenges that todayx2019;s pupils will inherit and build on. A pupilx2019;s academic, technical and social capacity will define their success or failure. Therefore, educational outcomes and well-being for young people across emerging and developed economies and the crucial role of education and leaders of education has never been more important. Schools are under pressure to think more clearly about their place in childrenx2019;s lives beyond the passage of learning in classrooms. The processes inside schools, the organisation of school systems and the relationship between communitiesx2019; educators are critical elements in a complex mix that must balance correctly if it is to benefit school children properly. Using the term x2019;high leverage leadershipx2018; to describe leadership that is associated with higher outcomes than would normally be found in similar contexts, this timely book: Provides an overview of the development of educational leadership research Demonstrates how successful educational leaders apply contextual, social and professional expertise to the three distinctive leadership tasks of navigation, management and partnership Offers an insight into the complexity of the educational leadership and practices of school leaders who, against the odds, produce high outcomes for young people Validates the idea that a renovation of educational leadership is necessary to maximise educational outcomes. High Leverage Leadership will be an indispensible text for school leaders, public sector officers, post-graduate students and researchers in leadership, policy, school improvement and educational change.

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Denis Mongon is a Visiting Professorial Fellow at the University of London, and a Senior Research Fellow at the University of Manchester. Christopher Chapman is Professor of Education at the University of Manchester.