Leading and Managing Change and Improvement (MMAELM_01)

Saturday 17th January 2015 to Saturday 9th May 2015 (5 sessions)

09:2516:30. UCL Institute of Education, 20 Bedford Way, London.

Module leaders: Dr Rob Higham and Dr Joanne Waterhouse

Welcome to the LMCI 2014/15 Handbook. This module - Leading and Managing Change
and Improvement (LMCI) - is a core module (worth 30 credits) for the MA Leadership
(Teach First). The module covers a wide range of issues under three broad headings:
theories and practice of leadership; educational change and school improvement; and the
social and policy contexts of leading schools. The sessions will consist of inputs by
Institute staff and visiting speakers followed by participant-led discussion. The discussions
will be active and participatory and build on participants' professional experience.

The module will take place over five Saturdays from mid-January 2015 to mid May 2015
(9.25am 4.30pm). The date and lecture room for each session is as follows:
17th January: Mary Ward House
7th February: Mary Ward House
7th March: Mary Ward House
18th April: Mary Ward House
9th May: Jeffrey Hall, Institute of Education, 20 Bedford Way

Mary Ward House (5-7 Tavistock Place, London, WC1H 9SN) is where you attended
sessions for the Independent Study Module. A location map can be found here:
http://www.marywardhouse.com/test_location_map.php

The module and MA Leadership (TF) Administrator, Sarah Tyson, can be contacted at the
London Centre for Leadership in Learning on 020 7612 6424 or by e-mail:
s.tyson@ioe.ac.uk. Dr Rob Higham, module co-leader, can be contacted by e-mail at:
r.higham@ioe.ac.uk. Dr Joanne Waterhouse, module co-leader, can be contacted by e-
mail at: j.waterhouse@ioe.ac.uk. In the first instance, please contact Sarah Tyson.

The aims of the module are to equip Teach First participants with:
1. a body of knowledge to: a) inform their comparative understanding of leadership and
management in a range of educational settings including their own, and b) improve their
understanding of institutional effectiveness, change and improvement.
2. an understanding of the implications of the devolution of power and resources in their
own and others educational institutions.
3. analytical frameworks and insights from research findings that will enable participants to
reflect on key concepts, theories and models of leadership, management, policy and
educational improvement and on their application to working environments and community
contexts, including their own.

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By the time participants have completed the module, they should:

a) have acquired a systematic understanding of key principles of educational leadership

and management and thus be able to set their work in a wider context of relevant theory
and research in the leadership and management of educational improvement and its policy
context.
b) be able to synthesise the salient concepts and frameworks derived from academic
literature in leadership and change management, and policy formulation and
implementation.
c) reflect and apply relevant concepts, analytical frameworks and research findings to
leadership and management, and change and improvement issues in their own
educational organisation.
d) have an understanding of the implications, including policy implications, of the
devolution of power and resources from the centre to regional or institutional levels.

The module attempts to cover three key areas and themes:

Theories and practice of educational leadership

The key topics of educational leadership and management will be considered from both
theoretical and practical perspectives, examining the differences between these concepts
as they apply in the field. The development of leadership theory will be outlined, including
not only the traditional models such as those relating to personality traits or the idea of the
great man, but also more recent contributions to this field such as emotional, strategic
and contextual intelligence. Current interest in distributed leadership will be examined and
this and other models and styles of leadership briefly explored. Current research related to
the role of leaders in improving student outcomes will feature centrally to the discussions.
The cultural context is also examined along with organisational structure, culture and
power. Leading and managing site-based institutions and the additional power and
responsibility this gives educational leaders are considered along with the key matter of
managing educational improvement and change.

Educational change and school improvement

There will also be a focus on the school and system to consider issues related to whole
school improvement and educational change. The sessions will provide an introduction to
the field of school effectiveness and school improvement research, policy and practice.
Different models of school improvement and the change process, different theoretical
perspectives including critiques of school improvement and the ways in which school
improvement has been put into practice will all be considered. This will also give attention
to strategies for managing change effectively and models of internal and external
evaluation.

Social and policy contexts of leading for improved student outcomes

There will also be discussion of the theory and practice of leadership and change within
the context of urban UK schools, in areas such as poverty and the family context in
educational attainment. This will also draw on research and development work exploring
the role of community in educational and school success. These themes will be related to
issues for leaders working towards improving student outcomes and life chances for all.

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The key texts for the module are:
Bush, T. (2010) Theories of educational leadership and management (4th edition).
London: Sage.
Coleman, M and Earley, P (2005) Leadership and Management in Education: Cultures,
change and context, Oxford: Oxford University Press.
Harris, A. (2008) Distributed Leadership in Schools: Developing the Leaders of Tomorrow.
London: Routledge.
Robinson, J. and Timperley, H. (eds) (2011) Leadership and Learning. London: Sage.

Other useful texts worth consulting are:

Davies, B (ed) (2009) Essentials of School Leadership (2nd edition). London: Sage.
Hargreaves, A., Lieberman, A., Fullan, M. and Hopkins, D. (2010) Second International
Handbook of Educational Change. New York: Springer.
Chapman, C., Armstrong, P., Harris, A. Muijs, D., Reynolds, D. and Sammons, P. (2012)
School Effectiveness and Improvement Research, Policy and Practice: Challenging the
Orthodoxy? Abingdon: Routledge.

Many of the core readings will be available on the Moodle virtual learning environment and
via the librarys e-journal facility, but we also encourage you to use the IOE library as a key
resource.

Attendance
Please note an 80% attendance record is required for successful completion of all Institute
modules.

Assessment
All students wishing to achieve credits for the module are required to produce an
assignment of 5000 words. The assignment will ask you to write a case study of change
which shows an understanding of issues and topics raised within the module and from the
wider recommended readings and your personal experience. We have set out in detail the
requirements of the assignment in the separate document titled: LMCI Assignment
guidance 2014-2015. This is available on the LMCI module Moodle page alongside this
handbook. We note here the two key stages and their respective deadlines:

Stage 1 Draft outline submission. You will have the opportunity to submit a two-page
bullet point outline or up to 2000 words via Moodle The title of the file should be MA-L-TF-
C3-LMCI-O-FirstName-LastName. The draft outline submission deadline is: 1st June 2015

You will receive feedback within three weeks of submission and by: 22nd June 2015.

Stage 2 Final assignment submission. As with previous assignments, you will have to
submit your final case study via Moodle. The title of the file should be MA-L-TF-C3-LMCI-
F-FirstName-LastName. (You will receive your feedback and grade within about eight
weeks of submission.) The final assignment submission deadline is: 13th July 2015.

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The programme: an overview

The timings of each Saturday will be as follows:

09:15 - 09:25 Registration

09:30 - 12:00 Session 1: lecture
12:00 - 12:55 Lunch
13:00 - 14:30 Session 2: lecture
14:30 - 16:25 Session 3: participant-led sessions
16:25 - 16:30 Plenary

A one page overview of the programme follows below.

We then provide a detailed description of each session on each day and key readings for
each session follow. Ideally you should read all the key readings before the session but
please try to read at least one.

Further readings that you may wish to explore are located at the end of this document.

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Day 1: Leading and managing schools

17th 1.1. Theories and practice of educational Dr Joanne Waterhouse

January leadership
2015 1.2. Educational leadership in context: Making Dr Joanne Waterhouse
the connections
1.3. Introduction to the module and the Dr Rob Higham
participant-led sessions

Day 2: Leading school improvement

7th 2.1. Curiosity and powerful learning: leading Prof David Hopkins
February teaching and learning
2015 2.2. School effectiveness and school Dr Rob Higham
improvement
2.3. Participant-led session: leadership and Groups 1, 2, 3, 4
improvement

Day 3: Leading and managing change

7th 3.1. Leading and managing change Prof Peter Earley

March
2015 3.2. Preparing for the module assignment Dr Rob Higham

3.3. Participant-led session: managing change Groups 5, 6, 7, 8

Day 4: Education policy and change

18th 4.1. The policy context of educational Dr Rob Higham

April leadership
2015 4.2. Building greater school accountability as a Dr Jamie Clarke
means to manage change and improvement
4.3. Participant-led session: education policy Groups 9, 10, 11, 12

Day 5: Leading professional learning

9th 5.1. Leading professional learning communities Prof Louise Stoll

May and learning networks
2015 5.2. Evidence for change Dr Chris Brown

5.3. Participant-led session: leading learning Groups 13 and 14

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Day 1: Leading and managing schools. 17 January 2015

1.1. Theories and practice of Educational Leadership. - Dr Joanne Waterhouse

The key topics of educational leadership and management will be considered from both
theoretical and practical perspectives, examining the differences between these concepts
as they apply in the field. The development of leadership theory will be outlined and what
we know about leadership for effective pedagogy and pupil outcomes will also be
considered.

Key readings
Bush, T. (2010) Theories of Educational Leadership and Management. 4th Edition. London:
Sage (Chapter 2)
Shatzer, R.H., Calderella, P., Hallam, P. R. and Brown, B. L. (2014) Comparing the effects
of instructional and transformational leadership on student achievement: implications for
practice. Educational Management, Administration and Leadership 42(4) pp.445 -459

Suggested reading
Fullan, M. (2011) The Change Leader San Francisco: Jossey Bass (Chapter 1)
Hallinger, P. and Heck, R.H. (2011) Collaborative Leadership and School Improvement:
Understanding the Impact on School Capacity and Student Learning. T. Townsend and J.
MacBeath (eds) International Handbook of Leadership for Learning Part 1. London:
Springer
Robinson, V.M.J. (2007) School Leadership and Student outcomes: Identifying what works
and why. ACEL Monograph Series (41). NSW, Australia:Australian Council for
Educational Leaders

1.2. Educational Leadership in Context: Making the Connections. - Dr Joanne Waterhouse

This session is focussed on contexts for educational leadership, including school culture
and policy imperatives. The connections between leadership practice and various contexts
will be explored and a case will be made for appreciating context to understand practice.

Key reading
Day, C. and Gu, Q. (2014) Resilient leaders, resilient schools pp 105- 119 (Chapter 7) In
C. Day and Q. Gu (2014) Resilient Teachers, Resilient Schools. Abingdon: Routledge

Suggested reading
Close, P. and Raynor, A. (2010) Five literatures of organisation: putting the context back
into educational leadership. School Leadership and Management, 30(3), pp 209-224
Gordon, J. and Patterson, J. A. (2006) School Leadership in context: Narratives of practice
and possibility. International Journal of Leadership in Education Vol 9(3) 205-228

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1.3. Introduction to the participant-led sessions Dr Rob Higham

In this session we will introduce you to the participant-led sessions. As teachers and
leaders you already have a wide range of experience of school life, change and
improvement efforts. We would like you to critically reflect on and discuss your own
context, experience and viewpoints and to do this in relation to a key reading. This will
support your progress toward preparing for the module assignment.

In the subsequent weeks (Days 2-5), you and your group will lead the whole class (of
approx. 100 students) for one 15 minutes slot. After each slot, there will be time for
discussion and feedback. How you lead your 15 minutes is open to you and your group.
You can, and we hope you will, innovate in terms of the content, presentation and/or
activities for the class. The only expectations are that you:
- collaborate as part of a group;
- inform the 15 minutes slot by a key reading;
- critically reflect on your own context;
- plan and prepare your presentation/activities well and to include the whole class;
- read the readings for each of the other groups so you can discuss their presentation

The reading for each group has already been selected and is available on Moodle. The
preparation of your 15 minutes slot and reading the readings constitute the main
'homework' of the module.

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Day 2: Leading school improvement. 7 February 2015

2.1. Curiosity and powerful learning; leading teaching and learning - Prof David Hopkins
The purpose of this session is to provide a practical guide for participants as they strive to
inculcate within their students a spirit of curiosity and help them acquire a range of learning
skills as well as raising standards of achievement and performance. The basic assumption
is that the Whole School Theories of Action and Theories of Action for the Teacher
provide teachers with the components of a practice that, when taken as a whole, will
enhance learning and achievement among their students.

Key Reading
Hopkins, D. The elephant in the classroom. School Leadership Today.
http://library.teachingtimes.com/articles/slt-elephant-in-the-classroom.htm

Also see a wider knowledge bank on school improvement developed by David Hopkins at:
http://www.teachingtimes.com/kb/39/school-improvement-.htm

2.2. School Effectiveness and School Improvement - Dr Rob Higham

This session will provide an overview of the School Effectiveness and School Improvement
(SESI) fields that David Hopkins hails from and that a range of school leadership research
is closely associated with. We will explore key concepts within SESI and the debates
about and critiques of these. There will be opportunities to review and discuss several key
ideas in SESI and how these relate to practice.

Key Reading
Sammons, P., Khamis, A., Coleman, M. (2005) Educational Effectiveness. Chapter 8 in:
Coleman, M. and Earley, P. Leadership and Management in Education: cultures, change
and context. Oxford: Oxford University Press.

2.3. Participant-led session: leadership (readings on Moodle)

Group 1
Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Brown, E. (2010)
Ten strong claims about successful school leadership. Nottingham: NCSL.

Group 2
Harris, A. (2008) Distributed leadership: according to the evidence. Journal of Educational
Administration, 46(2): 172-188.

Group 3
Bennett, N., Woods, P., Wise, C. & Newton, W. (2007). Understandings of middle
leadership in secondary schools: A review of empirical research. School Leadership and
Management, 27(5), 453-469.

Group 4
Muijs, D. and Harris, A. (2003) Teacher Leadership: Improvement through Empowerment?
An Overview of the Literature. Educational Management Administration and Leadership
31: 437-448
and
Muijs, D. and Harris, A. (2007). Teacher leadership in (in)action: Three case studies of
contrasting schools. Educational Management Administration and Leadership. 35: 111-
134.

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Day 3: Leading and managing change. 7 March 2015

3.1. Leading and managing change- Professor Peter Earley

Schools and colleges are continually changing. Some improve, some decline. Recent
educational changes have been extensive and affected all areas and age groups. They
can be considered in three categories: change required by central government policy and
legislation, change resulting from external inspections, and changes initiated by
educational institutions own evaluations. This session explores theories and models of
educational change and organisational improvement and relates them to participants
experience of change. Planning for development, strategies, techniques and tools that
have been used successfully in evaluation and change management will be outlined.

Key reading
Earley, P. (2013) Leading and managing change: why is it so hard to do? European Policy
Network on School Leadership. http://www.schoolleadership.eu/portal/resource/leading-
and-managing-change-why-it-so-hard-do

Suggested readings
Coleman, M (2005) Evaluation in Education, Chapter 9 in Coleman, M. and Earley, P.
(Eds) Leadership and Management in Education: cultures, change and context. Oxford:
Oxford University Press.
Also check out a TDA change management approach to workforce remodelling at:
http://www3.hants.gov.uk/tda_little_book_of_change.pdf

3.2. Preparing for the module assignment Dr Rob Higham

In this session we will provide an overview of the module assignment. We will summarise
the requirements of the assignment and provide recommendations on how to integrate
both a review of relevant literature and critical reflection on your case study of change. We
will also discuss good practice and discuss your emerging ideas for your assignment.

3.3. Participant-led session: managing change (readings on Moodle)

Group 5
Garrett, V. (2005) Leading and managing change, Chpt 6 in Davies, B, Ellison, L and
Bowring-Carr, C (eds) School Leadership in the 21st Century (2nd edition), London:
RoutledgeFalmer.

Group 6
Fullan, M. (2007) The New Meaning of Educational Change, [Fourth Edition]. New York:
Teachers College Press. Chapter 4: The causes and processes of initiation (p64-83).

Group 7
Higgs, M. and Rowland, D. (2011) What does it take to implement change successfully? A
study of the behaviours of successful change leaders, Journal of Applied Behavioural
Science, 47 (3) 309-35

Group 8
Slavin, R. (1998) Sand, bricks, and seeds: school change strategies and readiness for
reform. In A. Hargreaves, A. Lieberman, M. Fullan and D. Hopkins (eds) International
Handbook of Educational Change. Dordrecht: Kluwer.

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Day 4: Education policy. 18 April 2015

4.1. The policy context of educational leadership Dr Rob Higham

In the past 20 years the English Education system has been subject to processes of
reform and the pace and intensity of this reform has been unrelenting. This has changed
what it means to be a leader and a teacher and the school as an institution has also
changed. In this session we will outline some of these changes, the key ideas that have
informed them and the policy mechanisms through which they are enacted. We will
consider the implications for school leaders and how they have responded.

Key reading
Ball, S.J. (2008) The Education Debate: Policy and Politics in the 21st Century. London:
Routledge, Chps 2: p55-101.

4.2. Building greater school accountability as a means to manage change - Dr Jamie

Clarke

The session will consider the role of accountability in schools and how it has been
developed in a particular setting. This will be set in the context of the raising standards
agenda with the drive for improvement in student outcomes set in the reality of the Ofsted
inspection regime. It will explore how greater responsibility and accountability have been
used to manage change that has led to improvement from a satisfactory Ofsted
judgement to an outstanding one. The session will aim to consider the change from a
practical perspective but draw on theoretical notions surrounding accountability.

Key readings
Coleman, M. (2005). 'Evaluation in education'. Chapter 9 in M. Coleman and P. Earley
(Eds), Leadership and Management in Education: cultures, change and context (pp. 152-
166). Oxford: Oxford University Press.

Further reading:
Brundrett, M. and Rhodes, C. (2011). Leadership for quality and accountability in
education. London: Routledge.
Mller, J. (2009). 'School leadership in an age of accountability: Tensions between
managerial and professional accountability'. Journal of Educational Change, 10 (1), 37-
46.

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4.3. Participant-led session: Education policy (readings on Moodle)

Group 9
Simkins, T. (2012) Understanding School Leadership and Management Development in
England: retrospect and prospect. Educational Management, Administration and
Leadership. 40(5): 621-640.

Group 10
Gewirtz, S. (2002) Learning to lead: headteachers and the new managerialism (Chapter
2), in The Managerial School: Post-Welfarism and Social Justice in Education. London:
Routledge.

Group 11
Forrester, G. and Gunter, H. (2009) School leaders: meeting the challenge of change. In
Chapman, C. and Gunter H. (eds) Radical Reforms: perspectives on an era of educational
change. Abingdon, Oxon: Routledge.

Group 12
Hoyle, E. and Wallace, M. (2007) Educational Reform: an ironic perspective, Educational
Management Administration and Leadership, 35(1): 9-25.

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Day 5: Leading professional and classroom learning. 9 May 2015

5.1. Leading professional learning communities and networks - Professor Louise Stoll

Professional learning communities (PLCs) and learning networks hold considerable

promise for promoting staff development, improved pupil learning and enhancing schools'
capacity to take charge of change. At their heart, they are focused on the learning and
development of the adults within and between schools who work with pupils and on
creating collaborative cultures that support and enhance this learning, always for the
ultimate purpose of enhancing pupils' learning. In PLCs, people collaborate and learn
together with a focus on pupils' learning. In this session, we will focus on:
Why PLCs and learning networks are important, what they are and what makes
them effective
Leading sustainable learning through professional learning communities
Going deeper and wider with professional learning communities and learning
networks

Key readings:
Earl, L. and Katz, S. (2006) How Networked Learning Communities Work. Seminar Series
Paper Number 155. Victoria: Centre for Strategic Education.

Stoll, L. (2011) Leading Professional Learning Communities, Chp 8 in J. Robertson and H.

Timperley (eds) Leadership and Learning. London: Sage.

5.2. Evidence for change - Dr Chris Brown

Professional accountability should use evidence, not just as a final judgement, but as part
of the toolkit for understanding current performance and formulating plans for reasonable
actions (Earl and Katz 2006). Identifying the need for change, planning and leading
change and evaluating its effects can all be aided by the effective use of evidence. In this
session we will be examining three types of evidence: i) data; ii) action research and iii)
other formal evidence such as what works. In doing so we will explore what each type
can be employed for and why, the strengths and weakness of different evidence types and
the cultures and structures necessary to ensure evidence can best be harnessed to
positively support change.

Key reading
Brown, C. (2013) Growing your own evidence! Professional Development Today, 15, 4,
pp. 22-31

Further readings
Nelson, J. and OBeirne, C. (2014). Using Evidence in the Classroom: What Works and
Why? Slough: NFER, available via
http://www.nfer.ac.uk/publications/IMPA01/IMPA01_home.cfm
Earl, L. and Katz, S. (2006) Leading schools in a data rich world (Thousand Oaks, CA,
Corwin Press) (Chapters 1 and 2)
Goldacre, B. (2013) Building Evidence into Education, available at:
http://media.education.gov.uk/assets/files/pdf/b/ben%20goldacre%20paper.pdf
Sharples, J. (2013) Evidence for the front line, available via:
http://www.alliance4usefulevidence.org/publication/evidence-for-the-frontline/

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5.3. Participant-led session: Leading learning. (readings on Moodle)

Group 13
Leithwood, K. (2011) Leadership and student learning: What works and how. In
Robertson, J. and Timperley, H. (2011) Leadership and Learning. London: Sage.

Group 14
Hallinger, P. (2011) Leadership for Learning: Lessons from 40 Years of Empirical Research.
Journal of Educational Administration, 29 (2).

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Further readings
There is a large and continually growing literature in the fields of education leadership,
management, policy and change both in general and for particular areas of practice,
sectors or national contexts. You are encouraged to read widely and to follow your
interests in specific aspects relating to education leadership and institutional improvement.
Through the Institute of Educations library and through electronic sources, including the
National Colleges website (www.nationalcollege.org.uk) you will have access to a
substantial range of sources and materials on leadership. The list below provides further
readings that you may want to consider in your study of the leadership and management
of change and improvement.

Ainscow, M and West, M. (2006) Improving Urban Schools: Leadership and Collaboration.
London: Open University.
Angus, L. (2004) Globalisation and educational change: bringing about the reshaping and
renorming of practice. Journal of Education Policy, 19, 1: 23-41.
Ball, S.J. (2009) Privatizing education, privatizing education policy, privatizing educational
research: network governance and the competition state, Journal of Education Policy,
24,1: 83-100.
Bennett, N. Harvey, J.A., Wise, C and Woods, P.A. (2003) Distributed Leadership a Desk
Study, Nottingham. NCSL.
Blase J & Blase J (1998) Handbook of Instructional Leadership: how really good principals
promote teaching and learning, Thousand Oaks CA: Corwin Press.
Bottery M (2003) The leadership of learning communities in a culture of unhappiness,
School Leadership & Management, 23(2): 187-207.
Bottery, M (2004) The Challenge of Educational Leadership, London: Paul
Chapman/Sage.
Bolam, R., McMahon, A., Stoll, L., Thomas, S and Wallace, M. (2005) Creating and
Sustaining Effective Professional Learning Communities. Research brief, Nottingham:
DfES.
Bowring-Carr, C. and West-Burnham, J. (1997) Effective Learning in Schools, London:
Pearson Education.
Brighouse, T and Fullick, L (ed) (2007) Education in a Global City: Essays from London,
Institute of Education, London.
Bryk, A., Camburn, E. and Louis, K. S. (1999) Professional community in Chicago
elementary schools: facilitating factors and organizational consequences, Educational
Administration Quarterly, 35, (Supplement): 751-781.
Bryk, A. and Schneider, B. (2002) Trust in Schools, New York: Russell Sage.
Bubb, S., Earley, P. and Totterdell, M. (2005). 'Accountability and responsibility: 'rogue'
school leaders and the induction of new teachers in England'. Oxford Review of Education,
31 (2), 255-272.
Burton, D and Bartlett, S (2004) Practitioner Research for Teachers, London: PCP.
Bush, T (2008) Leadership and Management Development in Education, London: Sage.
Bush, T and Glover, D (2003) School Leadership: Concepts and evidence - a literature
review, Summary report, Nottingham: NCSL. The full report can be downloaded from
www.ncsl.org.uk/literaturereviews.
Bush, T, Bell, L and Middlewood, D (eds) (2010) The Principles of Educational Leadership
and Management (2nd edition), London: Sage (Chpts 2, 9 and 10).
Busher, H and Harris, A (2000) Managing change within the subject area, in Busher, H
and Harris, A with Wise, C Subject Leadership and School Improvement, London: Sage.
Chapman, C (2004) Leadership for improvement in urban and challenging contexts,
London Review of Education, Vol. 12, No. 2, pp.95-108.
Chapman, C (2005) Improving Schools through External Evaluation, London: Continuum.
Chitty, C. (2009) Education Policy in Britain. London, Palgrave.

14
Coleman, M (2005) Evaluation in education, Chapter 9 in Coleman, M and Earley, P (eds.)
Leadership and Management in Education: Cultures, change and context, Oxford:
Oxford Univ. Press.
Coleman, M. and Briggs, A. (2007) Research methods in educational leadership and
management, 2nd edition. London: Sage.
Coleman, M (2003) Practitioner research in educational leadership and management:
support and impact, in Anderson, L and Bennett, N (eds) Developing Educational
Leadership, London, PCP/Sage.
Crawford, M (2009) Emotions and Leadership, London: Sage.
Crouch, C. (2003) Commercialisation or citizenship? Education policy and the future of
public services, London, Fabian Society.
Cummings, C., Dyson, A., Muijs, D., Papps, I., Pearson, D., Raffo, C., Tiplady, L and
Todd, L. with Crowther, D. (2007) Evaluation of the Full Service Extended Schools
Initiative: Final Report. London: DCSF. DCSF RB852.
Davies, B and West-Burnham, J (eds) (2003) Handbook of Educational Leadership and
Management, London: Pearson.
Department for Education (2010) The Academies Programme. London: National Audit
Office. HC 288.
http://www.nao.org.uk/publications/1011/academies.aspx?alreadysearchfor=yes
DfE (2010) The Importance of Teaching: The Schools White Paper, 2010, www.dfe.gov.uk
Dinham, S (2008) Making change happen and keeping it going, Chpt 7 in: How to Get
Your School Moving and Improving, Victoria: ACER.
Duke, D (2008) Understanding school decline, International Studies in Educational
Administration, 36, (2) 46-65.
Earley, P and Weindling, D (2004) Understanding School Leadership, London: Paul
Chapman/Sage.
Ferguson, N, Earley, P, Fidler, B and Ouston, J (2000) Ofsted and school self evaluation,
Chapter 11 in Improving Schools and Inspection: the Self-inspecting School, London:
Sage/PCP.
Frost, D and Durrant, J (2005) Teachers Leading Change: Doing research for school
improvement, London: Sage.
Fullan, M (2001) Leading in a Culture of Change, London: Bassey/Wiley.
Fullan, M (2003) The Moral Imperative of School Leadership, London: Corwin Sage.
Fullan, M (2007) The New Meaning of Educational Change (3rd edition), London: Cassell.
Garrett, V (2005) Leading and managing change, Chpt 6 in Davies, B, Ellison, L and
Bowring-Carr, C (eds) School Leadership in the 21st Century (2nd edition), London:
RoutledgeFalmer.
Gillborn, D. (2010) The White working class, racism and respectability: victims,
degenerates and interest-convergence, British Journal of Educational Studies, 58(1): 2-
25.
Goleman, D. Boyatzis, R and McKee, A (2002) The New Leaders, London: Little, Brown.
Gronn, P. (2000) Distributed properties: a new architecture for leadership, Educational
Management and Administration 28 (3) pp 371-338.
Hannon, V. (2007) Next Practice in Education: A Disciplined Approach to Innovation.
London: Innovation Unit.
Hargreaves, A. (2007) Sustainable professional learning communities, in L. Stoll and
Louis, K (eds.) (2007) Professional learning communities: Divergence, detail and
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Journals/educational press
You are encouraged to consult journals and publications. The following are useful and
most are available on-line via the Institutes library:

Academic journals
Educational Administration Quarterly
Educational Management, Administration and Leadership
International Studies in Educational Administration
Journal of Educational Administration and History
Journal of Education Policy
School Leadership and Management
International Journal of Leadership in Education
Leadership and Policy in Schools

Practitioner journals
Management in Education
Education Journal
School Leadership Today (formerly Managing Schools Today)
Professional Development Today
Improving Schools

Assignments that make good use of journal articles and do not rely heavily on textbooks
are looked upon favourably as evidence of you having investigated the topic for up to date
research and information.

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