Description
Book SynopsisLeadership is an ill-defined domain, drowning in abstract theories and models of expertise. School leadership suffers from this lack of a satisfactory and useful definition of leadership, and has of late been drawn in to generic approaches to school improvement which have left the workforce feeling anything but `well led'. How do we put `substance' back in to school leadership? This book draws on the lessons of cognitive science and explores the specific things that school leaders do, arguing for a notion of school leadership rooted in the realities of leaders' daily experiences. It presents a case for how school leaders can develop their expertise and, in doing so, places domain-specific knowledge at the heart of school improvement efforts.
Trade ReviewThis is, quite simply, the book I wish I had read ten years ago. It dissects the concept of leadership expertise through a complex and original blend of research, philosophy and cognitive science. Even Obi Wan Kenobi can illuminate the persistent problems of school leadership. Intelligently written, it examines different perspectives, offers a wide-ranging research-base, and never dictates. It is far more than a manual or guide, for it eloquently invites you to think about the `swampy’ problems inherent in the complexity of school leadership. Offering both solace and humour in a frank and eminently readable style, it cuts to the heart of the issues with concision. Whether you are sunburnt by the early experiences of leadership or weathered by its seasons, Matthew offers an intelligent analysis and exploration of the landscape and ways to navigate it without losing your moral compass. A thoroughly enjoyable and thought-provoking read which changes the narrative on school leadership. -- Emma White, Assistant Headteacher, Gloucestershire
