This book argues that much of what passes as contemporary educational reform in education is faulty and damaging. It argues that it is time for a ‘system recall’ and a need to look at what matters most in the pursuit of educational goals. The book focuses on what we know about contemporary educational improvement, transformation, and change. It will provide insights into what strategies work, long term, to build the capacity for principled change at the school and system level. The book will consider what leaders can do to secure principled school and system improvement which fully embraces diversity, equity, and equality. It will also dispel some myths about reform at scale and challenge some prevailing ideas about educational change that, it will be posited, are not helping many young people to reach their potential. The main argument of the book is that too many school and system improvement initiatives have not paid sufficient attention to equity issues in their pursuit of ever higher achievement and that the net effect of large-scale, international assessments have been to distract policy makers in ways that have not always benefitted young people. The book will use system examples to underpin and exemplify six core ways of re-botting the system and generating progress for all, It will highlight the implications for school and system leaders.

Leading for Equity

Leading for Equity

The process never ends. There is no single mountain to climb. At the top of one peak is another just beyond.

Richard DeLorenzo (2010)

The 20th-century writer Eli Khamarov famously said, “Poverty is like a punishment for a crime you did not commit.” This is unquestionably the reality for many young people in so many countries. Equitable education is one way of redressing this punishment. Equity in education implies that any differences in learner outcomes do not result from socioeconomic differences but reflect differences in ability, skill, or aptitude to learning. A school system that is equitable is essentially one where all students reach their full potential, irrespective of their starting point or background.

Leading for equity is fundamentally concerned with fairness ...

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