Managing Effective Relationships in Education
Publication Year: 2012
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Concepts of Educational Administration, Management and Leadership
- Naming the Field of Practice, Study and Research
- Educational Administration
- Educational Management
- Educational Leadership
- Chapter 2: The Leadership of Teaching and Learning
- Educational Leadership
- The Focus of Educational Leadership Activity
- Leader's Pedagogical/Andragogical Knowledge
- Academic Leadership in Higher Education Settings
- Levels and Layers of Educational Leadership
- Assessing and Developing Educational Leaders
- The Importance of Relationship-Building
- Chapter 3: Organisational Learning in a Learning Organisation
- Learning Leaders
- Complex Problem-Solving
- Organisational Learning
- Double-Loop Learning Challenges
- Organisational Learning Interventions
- The Learning Organisation
- Trust – A Resource for Organisations That Learn
- Organisational Learning and Student Learning Outcomes
- Chapter 4: Managing Dilemmas Through Productive Dialogue
- The Nature of the Leadership Dilemma
- Difficulties with Recognising Dilemmas
- A Dilemma Management Approach
- Recognising and Articulating the Dilemma
- Confronting the Dilemma (Overcoming Avoidance)
- Conversations Involving Productive Dialogue
- Using Tools for Productive Dialogue
- Reflection-in-Action (Double-Loop Learning)
- Creating a Dilemma-Management Culture (Organisational Learning)
- Chapter 5: Managing and Developing Professional Performance
- Managing Performance
- Performance Management
- An Integrated View of Appraisal
- An Appraisal Cycle
- Developing Performance
- Holistic Professional Development
- Balancing Dimensions of Professional Development
- Leading and Actively Managing Professional Development
- Chapter 6: Managing Decision-Making Collaboratively
- The Core Work of Educational Leaders: Solving Problems and Making Decisions
- Decision-Making Models
- Shared Decision-Making
- Distributing Leadership and Management
- Decision-Making and Leadership Style
- The Concept of Collaboration
- Managing Collaborative Management: A Conceptual Framework
- Productive Collaboration
- Chapter 7: Productive Teamwork
- Understanding the Nature of Teams
- Team Effectiveness
- Task-Focused Effectiveness Characteristics
- Team-Focused Effectiveness Characteristics
- Individual-Focused Effectiveness Characteristics
- Tools for Team and Team Leader Development
- Chapter 8: Strategic Leadership and Management
- Some Limitations to Being Strategic
- The Evolution of Strategic Management and Leadership
- The Nature and Scope of Strategic Management
- Strategic Thinking
- Strategic Analysis
- Strategic and Operational Planning
- Strategic Planning
- Operational Planning
- Strategic Review
- Including others in Strategic Change
Education at SAGE[Page ii]
SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets.
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Find out more at: http://www.sagepub.co.uk/education
© Carol Cardno, 2012
First published 2012
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About the Author[Page ix]
Carol Cardno is Professor of Educational Management in the Department of Education at Unitec Institute of Technology, Auckland, New Zealand where she was the Head of Department for a number of years. She was formerly the principal of Waitakere College, a large co-educational secondary school in West Auckland before taking up an academic career. Carol teaches and supervises postgraduate students in the field of educational management and leadership and presents workshops on managing dilemmas through productive conversation both nationally and internationally. She is the author of several books including Collaborative Management in New Zealand Schools (Longman, 1990) and Action Research: A Developmental Approach (New Zealand Council for Educational Research, 2003). She has also co-authored three books on performance appraisal. Her publications include many papers in scholastic journals on topics related to her research interests which are educational leadership and management, leadership development, staff appraisal, organisational learning, the management and resolution of leadership dilemmas, team learning and strategic leadership. Her work is internationally acknowledged and she has been invited to present keynote addresses in several countries, including Australia, Cyprus, South Africa and Sweden. She is a Fellow of the New Zealand Association for Educational Administration and Leadership and a Fellow of the Commonwealth Council for Educational Administration and Management. In 2007 Carol featured in the Queen's Birthday honours list and was made a companion of the Queen's Service Order for services to educational administration and management.
The author and publisher would like to thank the following for granting permission to use copyright material:
SUNY Press for Figure 1.1 – illustration of administration and management from C. Hodgkinson (1991) Educational Leadership: The Moral Art.
Emerald Publishing Group for Figure 5.2 – illustration of model of holistic professional development from C. Cardno (2005) International Journal of Educational Management, 19(4).
Harvard Business Review for Figure 6.1 – adaptation of illustration of continuum of leadership behaviour from R. Tannenbaum and W.H. Schmidt (1973) Harvard Business Review, 51.
McGraw-Hill for Figure 6.2 – adaptation of illustration of zone of acceptance from W. Hoy and C. Miskel (2001) Educational Administration: Theory, Research and Practice; and Figure 6.3 – adaptation of illustration of Vroom-Yetton decision-making tree from R.G. Owens (2004) Organisational Behaviour in Education.
Peters, Fraser and Dunlop Publishing for Figure 7.1 – illustration of elements of teamwork leadership from J. Adair (1986) Effective Teambuilding.
R.A. Napier for use of material in Reflective Exercise – understanding your leadership behaviour from R.A. Napier and M.K. Gershenfeld (1988) Making Groups Work: A Guide for Group Leaders.
Little, Brown Publishers for Reflective Exercise – self-assessment of emotional intelligence domains adapted from D. Goleman, R. Boyzatis and A. McKee (2002) The New Leaders: Transforming the Art of Leadership into the Science of Results.
Pearson Education for Figure 8.1 – illustration of a model of the elements of strategic management from G. Johnson and K. Scholes (2002) Exploring Corporate Strategy: Texts and Cases.
Open University Press for Figure 8.2 – adaptation of illustration of choosing a strategic framework from S. Murgatroyd and C. Morgan (1992) Total Quality Management and the School.
There are many books on educational leadership and management. These range from guides intended for practitioners to theoretical texts aimed primarily at academics and research students. Carol Cardno's new book bridges this divide by stressing both the concepts underpinning practice and the need for school leaders to acquire a specific set of leadership skills to carry out their activities successfully. She argues that theory is demanding but essential in resolving complex problems.
The chapters in this book weave together several central strands of educational leadership and management. She begins by tackling the semantics of the field and the meanings given to three overlapping terms; educational administration, educational management and educational leadership, which collectively define the field. She rightly focuses on the leadership of teaching and learning, which is widely regarded as the most important task facing school principals. She links this to notions of organisational learning. Schools ought to be the ultimate learning organisations, as that is their central purpose, but achieving this is not straightforward, as Carol shows in this part of her book. Subsequent chapters address issues of managing dilemmas through dialogue, performance management, collaborative decision-making and teamwork. The final chapter brings these ideas together in a powerful discussion of strategic leadership and management. She argues that school-level strategy is inevitably constrained by the policies prescribed by governments but it is also true that leaders often fail to exploit the discretion which is available to them. Interpreting, and not simply implementing, government policy is essential if school principals are to be leaders and not simply administrators of central policy.
Carol draws on her extensive experience, as a school principal and a professor, to bring together theory and practice in a novel way. She eschews esoteric theory, intended only for academic debate, and focuses [Page xii]on showing how concepts can illuminate practice and lead to better outcomes for all who work within, or care about, educational organisations.
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