• 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.

What Do Leaders Do?
What do leaders do?

A focus on leading invites a consideration of process. The most appropriate way to further an understanding of process is to address the question: what do leaders do? This chapter synthesises a body of research by commentators who have posed this, or a very similarly worded, question such as what do managers do? and some ancillary questions, e.g., how do leaders go about or accomplish this doing? and why do leaders do what they do? These kinds of questions necessitate an analysis of action. And action, which incorporates the agency of social actors, as was suggested in Chapter 2, also entails an appreciation of context. Immediately, however, we confront two dilemmas, each forming part of a current battle for ...

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