Leadership and
        Management Development
              in Education
                Tony Bush
                                         Contents
              Notes on the author                                                     v
              Series Editor’s foreword                                              vii
              Preface                                                                ix
                1 Leadership and school improvement                                  1
                   Introduction                                                      1
                   Leadership or management?                                         1
                   Leadership and school improvement                                 6
                   Conclusion                                                        8
                2 Models of educational leadership                                   9
                   Introduction                                                      9
                   Models of educational leadership and management                  10
                   Linking the models to leadership development                     20
                3 The significance of leadership and management 
                     development                                                    25
                   Introduction                                                     25
                   The expanded role of school leaders                              26
                   The increasing complexity of school contexts                     28
                   Leadership preparation as a moral obligation                     29
                   Effective leadership preparation makes a difference              30
                   Conclusion                                                       32
                4 The curriculum for leadership development: content 
                     and process                                                    33
                   Introduction                                                     33
                   The content of leadership development programmes                 34
                   Leadership development processes                                 41
                   Conclusion: content or process?                                  49
                5 Preparing and supporting leaders in developed countries           53
                   Introduction                                                     53
                   Leadership succession                                            53
               © 2008 Hawker Brownlow Education • SA4170                            iii
             iv      LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATION
                 Leadership preparation                                    56
                 Leadership selection                                      61
                 Induction for leadership                                  65
                 Leadership training and development                       67
                 Overview                                                  70
              6 The National College for School Leadership                 73
                 Introduction                                              73
                 Leadership development in England before the NCSL         74
                 The Leadership Development Framework                      75
                 The National Professional Qualification for Headship      77
                 Strengths and achievements of the NCSL                    79
                 Weaknesses and limitations of the NCSL                    82
                 Conclusion                                                86
              7 Preparing and supporting leaders in developing countries   89
                 Introduction                                              89
                 Preparation for new principals                            94
                 Selection and induction                                   98
                 The experience of new principals                         101
                 In-service development                                   104
                 Conclusion: a new approach to school leadership in developing 
                 countries                                                104
              8 The impact of leadership development                      107
                 Introduction                                             107
                 The purpose of leadership and management development     107
                 Evaluation and impact models                             114
                 Evaluating the impact of leadership development          117
                 Overview                                                 122
              9 The future of leadership development                      125
                 Introduction: leadership matters                         125
                 Content or process?                                      126
                 Leadership and values                                    128
                 Towards a model for leadership development               129
                 Overview                                                 136
             References                                                   139
             Author index                                                 159
             Subject index                                                163
                                           © 2008 Hawker Brownlow Education • SA4170
                                             Preface
               The significance of effective leadership and management for the successful
               operation of schools and colleges is widely acknowledged in the twenty-first
               century. There is growing recognition that the quality of leaders, and leader-
               ship, is critical if schools are to produce the best possible outcomes for their
               learners, and their stakeholders. The longstanding appreciation of the vital role
               of teachers is belatedly being matched by an understanding that skilled leader-
               ship is also required if schools and colleges are to thrive. 
                  The traditional view in many countries is that school principals and senior
               staff need only to be qualified and experienced teachers. However, there is now
               an emerging recognition that leadership is a parallel, if not separate, profession
               and requires specific preparation. This has led many countries to introduce
               formal development opportunities for aspiring and practising principals. In
               countries as diverse as Canada, England, France, Scotland and the USA, a for-
               mal leadership qualification is required before senior leaders take up their posts.
               Elsewhere, there is more reliance on in-service opportunities. The nature of the
               development process varies in line with the specific context, but the overall
               trend is towards preparing and developing leaders as a key dimension of school
               improvement. 
                  The landscape of leadership development in England has been transformed
               by the opening, and subsequent expansion, of the National College for School
               Leadership (NCSL). The College provides a raft of programmes for middle lead-
               ers, deputy heads, aspiring heads, new heads, experienced leaders and teams.
               This ambitious provision is supported by an active research function. The NCSL
               has had a major impact on school leadership in England and has also influ-
               enced change in many other countries.
                  This book examines the reasons for the expansion of leadership preparation
               and training, and assesses the various modes of development in use in many
               countries. It is underpinned by the view that leaders should have an entitlement
               to appropriate preparation and support for their important and onerous role in
               leading educational change. To appoint school principals without specific prep-
               aration is a gamble, and we should not gamble with children’s education.
               © 2008 Hawker Brownlow Education • SA4170                                 ix