Strategic leadership is a critical component in the effective development of schools. Currently the educational debate is shifting to focus on how short-term improvements can become strategically sustainable. This article will put forward the view that renewed attention needs to be paid to the strategic dimension of leadership to ensure this sustainability. Much of the orthodox perspective of leadership development suggests that new leaders tend to .rst address current administrative and managerial issues to build con.dence and organizational ability before moving to a strategic and futures activities. The article argues that schools need a concurrent or parallel view of leadership development in which leaders focus not only on the ‘now’ of school improvement but concurrently build strategic capability within the school.
Purpose -Academies are semi-autonomous schools set up outside the normal local government structures with sponsors from business and charity groups to create new and innovative ways of creating and sustaining school transformation. The aim of this paper is to assist in a strategic conversation within the academy movement on talent development. Design/methodology/approach -The paper looks at talent identification, talent development and establishing a talent culture. It provides points in the text for readers to reflect on their own talent practice and provides case examples from current academies. Findings -The paper shows that the longer-term sustainability of the academy movement needs to address the key issue of developing leadership talent. Originality/value -The paper provides an original and useful framework for developing talent management in academies.
Writing for, and editing, the second edition of this book has presented me with the opportunity to act on feedback from readers of the first edition. The intention of the first edition, and indeed this edition, was not to describe every facet of leadership nor to put a new adjective before leadership. The purpose is to engage readers with some of the major themes in the leadership literature to enable them to reflect on their own leadership skills and abilities. Many school leaders have told me that their senior teams have used the book as a leadership development vehicle. They have used the chapters in the book, usually one per term, as focused reading for the team to enable them to discuss key aspects of leadership. This has provided them with the opportunity to build common understanding and reflect on how they wish to develop leadership in the school. It is this perspective and approach that underpins the second edition. To continue the leadership discussions all chapters now have four key readings at the end to extend the debate should readers wish to do so. The book seeks, therefore, to provide a contemporary introduction to, and development of, key dimensions of leadership. For each of the dimensions each chapter aims to: Ⅲ be an introduction to that particular perspective Ⅲ be an explanation of the key concepts and ideas about that particular dimension of leadership Ⅲ be a stimulus to engage the reader in a reflection of the significance and application of that type of leadership to their current practice. Ⅲ provide a set of key readings to further extend that particular leadership topic. This second edition of the book has continued the remarkable oppor
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