• Summary
  • Contents
  • Subject index

`If there in one word to describe the issues addressed by Peter Gronn in The New Work of Educational Leaders it's "timely" And if there is one book that education policy makers, system CEOs and education ministers should find the time to read, this is it' - Educare News `This book is essential reading fro those involved in educational leadership and policy development. This work is also valuable for those interested in the locally organized and interactionally achieved context of institutional work' - Discourse: Studies in the Cultural Politics if Education `Though based in Australia, Peter Gronn shows familiarity with the British education system, and this boo is relevant to those in the compulsory and post-compulsory sectors interested in the themes of education leadership' - Learning and Skills Research In The New Work of Educational Leaders, Peter Gronn provides a new framework for understanding leadership practice. The work of leaders will increasingly be shaped by three overriding but contradictory themes: design; distribution; and disengagement. These are the `architecture' of school and educational leadership. Designer-leadership is the use of mandatory standards of assessment and accreditation for school leaders, such as the National Qualification for Headship (NPQH) in the United Kingdom and the (Interstate School Leaders Licensure Consortium (ISLLC) standards in the United States. Distributed patterns of leadership have developed in response to the intensification of school leaders' work under policy regimes of site-based and school self-management. Disengagement describes a culture of abstention, in which school systems anticipate leadership succession problems, such as projected shortages and recurring recruitment difficulties.

The Disengagement of Leaders1
The disengagement of leaders

Coincidental with the high hopes invested in design specification systems for educational leaders discussed in Chapter 1 and in the face of the distributed realities of work practice just outlined, is the increasing incidence of what commentators refer to as employee abstention and withdrawal. In respect of school leadership succession and development, this phenomenon expresses itself as disengagement from leadership or the growing reluctance of teachers to consider as career possibilities senior level institutional roles which carry with them expectations of leadership. In practical terms, disengagement is manifest in the inability of education systems to recruit sufficient prospective principals and superintendents. Young and McLeod (2001, p. 462) have provided what is perhaps the most forthright assertion to date ...

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