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Full Description
This book brings together a collection of inquiries into the connections between educational leadership, understood as an activity that can be performed by both educators and students, and professional learning, understood as an activity undertaken by educators to improve teaching and learning within educational settings. The book is framed by two reviews of the academic literature, which together provide a broad overview of the published literature as well as a more targeted look at where this work intersects with issues of educational equity. The remaining chapters, which include both conceptual and empirical pieces, explore leadership for professional learning from multiple vantage points, including student leadership, teacher leadership, senior leadership, and shared leadership across roles. Collectively the chapters contribute to challenging the commonly accepted notion that the exercise of leadership is the sole purview of those in positions of status, and honoring the complexity of interactions among students, teachers, and senior leaders that influence teaching and learning outcomes. In so doing they inform both future practice and research.
All but one of the chapters in this book were originally published in the journal, Professional Development in Education.
Contents
1. Introduction 2. The evolving knowledge base on leadership and teacher professional learning: a bibliometric analysis of the literature, 1960-2018 3. Leadership for professional learning towards educational equity: a systematic literature review 4. Seeing anew: the role of student leadership in professional learning 5. Working across time and space: developing a framework for teacher leadership throughout a teaching career 6. A transformative professional learning meta-model to support leadership learning and growth of early career teachers 7. Cultivating a schoolwide pedagogy: achievements and challenges of shifting teacher learning on thinking 8. The teacher leadership in Kazakhstan initiative: professional learning and leadership 9. Understanding values embedded in the leadership of reciprocal professional learning by teachers 10. Assessing the success of teacher leadership: the case for asking new questions 11. Dynamic structural integration: a metaphor for creating conditions to facilitate teacher-centered organisational learning 12. Teacher collaboration for change: sharing, improving, and spreading 13. How do ecological perspectives help understand schools as sites for teacher learning? 14. School leadership for professional development: the role of social media and networks 15. Multivoicedness as a tool for expanding school leaders' understandings and practices for school-based professional development 16. Exploring school leaders' dilemmas in response to tensions related to teacher professional agency 17. The challenge of keeping teacher professional development relevant 18. Leadership learning: the pessimism of complexity and the optimism of personal agency
