Index

Citation (2021), "Index", Brown, S. and Duignan, P. (Ed.) Leading Education Systems, Emerald Publishing Limited, Bingley, pp. 235-241. https://doi.org/10.1108/978-1-80071-130-320211011 Publisher: Emerald Publishing Limited Copyright © 2021 Emerald Publishing Limited INDEX Academic culture, 142 Agency, 3–4 Alberta Initiative for School Improvement, 46 Alignment, 49 Association of School and College Leaders (ASCL), 170 ‘Australian Catholic Bishops’ Conference (ACBC), 203 Australian Catholic University (ACU), 189 Australian Church, 203–204 Australian Council for Educational Leaders (ACEL), 20 Australian Council of Educational Research (ACER), xxviii, 180 Australian Educational Leader (AEL), 20 Australian Professional Standards for Teachers (AITSL), 179 Authentic engagement, 21 Boundaries, 20, 111 Capacity, 50, 66 Catholic education, 201–202 in Australia, 202 context and mission of, 206–209 Catholic Education, Diocese of Wagga Wagga (CEDWW), xxviii, 180, 182, 234 Central Office Staff, 185–186 need for, 187 principals and assistant principals, 186 system improvement initiative, 194 Catholic Education Diocese of Wilcannia Forbes, 187 Catholic Religious Australia (CRA), 203 Catholic schools, 206–208 Catholicism, xxix CEDWW Workforce Capability Framework (CWCF), 190–191 China, cultural and contextual antecedents for system leadership in, 91–93 Chinese educational reforms, 226 Classroom conditions, 138–140 relative effects, 141–142 Co-curricular activities (CCA), 112 Co-responsibility, 212, 232 Coherence, 16–17 Collaboration, 16–17 Collaborative leadership, 18 Collective capacity-building for quality improvement, 62–64 quality strategy based on, 66–69 Collective leadership, 18 Commission contract, 94 Commissioned administration networks, 94–95 Commonwealth Education Act (2013), 207 Communities of practice, 122 Community-based learning, 25 Compliant engagement, 21 Compulsory Education Law, 91–92 Connected partnership-based system, 229 Consultation process, 48 Cooperative learning, 21 Cooperative seating, 21 Courage, 195, 230–231 COVID-19, xxiii–xxiv, 1–2, 222 destructive forces, 223 experience during, 55 first wave, 51 virus, 87 Cross-cutting principles, 68 Cultural and contextual antecedents for system leadership in China, 91–93 Culture, 209–210 Curriculum reform, 46 Deep-level questioning, 21 Dialogue, 213, 232 District leadership framework for, 153–156 implications for, 145–147 practices, 135–137 in schools, classrooms and families, 144–145 District(s), 133 characteristics, 135–137 district/municipal-level teaching-research officers, 98–100 effectiveness studies, 133 governance, 137 practices of district leaders, 143–144 Ecological thinking in education, 24 Economist Intelligence Unit, 122 Ecosystems, 222 Education change, 37–38, 44 engagement of stakeholders, 47–48 implications for system leadership, 53–55 institutional and policy alignment, 48–50 policy design process, 45–47 in practice, 50–53 processes, xxiv, 39–40 traditional change approaches, 40–44 Education Development Trust, 174, 229 Education policymakers, 55 Education policymaking, 38, 44, 55 Education System Improvement Tool (ESIT), xxviii–xxix, 180 development and trial, 182–186 ‘Educational Excellence Everywhere’, 159 Educational leaders, 2 Educational leadership researchers and commentators, 17 Educational reform leaders, 26 Educational system leadership, 193 and organisations, 20 Effective school leadership, 142–143 Energy National Innovation Challenge, 125 Energy Research Institute @ NTU (ERI@N), 125 Engagement of stakeholders, 47–48 English education system, 157–158 Equity, 3 European Union (EU), 63 External evaluation, 72–74 External partner-led networks, 94–95 Fake news, 124 Family conditions, 138–140 relative effects, 141–142 Finance Department of MOE, 112 Finland curricular reform processes, 48 Fixed mindset, 6–7 Fixed-identity mindsets, 5–6 Food security, 125 Fourth Industrial Revolution, 2 Free market, 61 Funding of schools, 112 Future leaders, 170–172 Future school leaders programme, 187–189 Future-ready learners, 114 system leadership for, 116–120 Future-ready life work, system leadership for, 120–123 Future-ready living, leadership for, 123–125 ‘Getting to know our workforce’ inquiry, 186–187 Global Dialogue, 160, 162 Global Education Reform Movement (GERM), 3, 61–63 Global financial crisis (GFC), 19 Global value chains, 123 Government-funded schools, 111–112 Government-led networks, 94–95 Growth mindset, 6–7 Heroism, 214 High-stakes culture, 69, 73–74, 76 Hubei Province, 92 Human capital, 179 Human flourishing, 202–203 context and mission of catholic education, 206–209 context in society, 205–206 context within church, 203–205 system leadership imperative, 209–216 Human resource (HR), 112 Idea generation (ideation), 121 Ingenuity, 214 Inspectorates, 73 Institutes of Technical Education, 111 Institutional and policy alignment, 48–50 Instructional leadership, 98 Integrity, 195, 231 International comparative educational studies, xvi Interpersonal effectiveness, 195, 230 Jiaoyanyuan system, 98–100, 103 Jointly determined change, adaptability, and culture-based accountability model (JAC model), 26–27 K-12 school-based education, 25 KnowledgeWorks, 19, 22, 25 innovators and reformers, 23 Lattice-like leadership, xv Leaders of schooling systems, 3 Leadership, xii, (see also Quality leadership) capacities, 14 for future-ready living, 123–125 implications for, 100–105 teams, 54 Leading education change, 50–53 Leading Education Systems, xiii, xxiii, 222 Learning communities, 12 organisations, 50 system, 64–66 learning-oriented organisational improvement processes, 136 Life-deep learning, 119–120 Life-wide learning, 118–119 Lifelong learning, 117–118 Linear thinking, 10 Local Leaders of Education (LLEs), 167 London Challenge, 159 Love, 214 Market approach, 71, 79–80 Mingshi, 103 Ministerial Public Juridic Person (MPJP), 202, 207, 210 Ministry of Education (MOE), xxvi, 92 objectives, 111 Multi Academy Trust (MAT), 161 National Assessment Programme in Literacy and Numeracy (NAPLAN), 179–180 National College, xiv–xv National College for School Leadership (NCSL), 88 National Exceptional Teaching for Disadvantaged Schools Programme (NETDS Programme), 190 National Improvement Hub, 71 National inter-diocesan improvement network, formation of, 193–194 National Leaders of Education (NLEs), 167 National Leaders of Governance (NLGs), 167 National qualifications and examinations in upper stages, 74–76 National School Improvement Tool (NSIT), xxix, 180–182 Neo-liberal political agenda, 61 Networked leadership, 194 Networked teacher PLCs, 96–98 New public management approach, 61 Normal-level exams (N-Level exams), 113 Norway Competence Development for Schools, 46 Online falsehoods, 124 Ontario leadership framework (OLF), 138 Open systems, 111–112 Ordinary level exams (O-level exams), 113 Organisational environments, 222 Partnership-based education system, 157, 172 connected and, 160–162 future of system leadership in VUCA world, 172–175 self-improving systems, 162–170 sustainability and future leaders, 170–172 Partnerships, 157, 159, 229 Pathways to School Leadership: Leading With Impact Programme, 187 Peer observation, 102 Peer-to-peer learning, 19 Performance excellence, 195, 230 Personal attributes, 195, 230–231 Pioneer School Networks, 48 Plenary Council, 203 Policy cycle, 41 Policy design process, 45–47 Policy enactment, 43 Policy-oriented board of trustees, 137 Policymakers, 42, 45 Polytechnics, 111 Post-secondary education, 25 Primary School Leaving Examination (PSLE), 112 Professional capital, 88–91 Professional development (PD), 98, 123, 136, 226 Professional leadership development, 137 Professional learning communities (PLCs), 89 Programme for International Student Assessment (PISA), xvi, 62, 91 Public education, xiii Quadrant-based model, 164 Quality assurance strategy, 59 Quality control, 63 Quality indicators (QIs), 70 Quality leadership for learning systems, 59 evaluation and appraisal of teachers and school leaders, 79–81 evolution of quality strategies within school systems, 60–61 external evaluation, 72–74 implications for leaders and system leadership in VUCA world, 81–83 learning system, 64–66 national qualifications and examinations in upper stages, 74–76 quality strategy based on collective capacity-building, 66–69 school self-evaluation, 70–71 stakeholder engagement, 78–79 student assessment progress at earlier stages, 76–78 theories of change, 61–64 Quality strategies based on collective capacity-building, 66–69 evolution within school systems, 60–61 Quality systems, 224 Radical inclusion, 28 Recruitment process, example of use of framework in, 191–193 Relational leadership, 214 Relationships, 137 Reliability, 69 Religious Institute (RI), 202, 207, 210 Resilience, 195, 230–231 Return of Large-Scale Reform, The, xvi Revert, reboot, reframe and replace (four Rs), 4 Rural–urban collaborative consortiums, 96 Scaling successful educational reforms, 32 School and system improvement, 180 clarity of vision and purpose, 184–186 CWCF, 190–191 example of use of framework in recruitment process, 191–193 formation of national inter-diocesan improvement network, 193–194 future school leaders programme, 187–189 ‘getting to know our workforce’ inquiry, 186–187 implications for system leadership and leaders in uncertain times, 194–197 phase, 180–181 university school/faculty of education partnerships, 189–190 School conditions, 138–140 relative effects, 141–142 School districts framework, 135–140 mediating conditions, 138–140 methods, 140–141 results, 141–145 School leaders, xiv–xv, 54 evaluation and appraisal of, 79–81 School(s), 111 different forms of school consortiums, 93–96 education systems, 11, 64 leadership, 116, 138 school-based partnerships, 159 school-to-school collaboration, 157 self-evaluation, 70–71 system, xxviii Schooling agenda, 3 systems, xxvii ‘Schools Achieving Success’, 158 Schools at the Crossroads of Innovation in Cities and Regions, 24 Second Vatican Council, 208 Self-awareness, 214 Self-improving systems, xv, 162 system leader, 166–168 well-connected and constantly maturing system of partnerships of schools, 163–166 well-functioning systems and structures, 163 work on mindset and culture change, 168–170 Self-management, 195, 231 Self-sovereign mind, 6 Self-transforming mindset, 6–7 Sensus fidelium, 214 Shanghai Education Authority, xxvi Shared leadership, 13 Singapore education system, 114 multiculturalism, 124 schools, 112 Singapore-Cambridge General Certificate, 113 SkillsFuture, 117–118 SkillsFuture Singapore (SSG), 118 ‘Spaces for students’ learning, 21 Special-class Teachers, 97 Specialist Leaders of Education (SLEs), 167 Stakeholders engagement, 47–48, 78–79 Standing Council on School Education and Early Childhood (SCSEEC), 181 Stewardship, 211, 232 Strategic thinking in action, 195, 230 Struggling school-led networks, 94–95 Student assessment progress at earlier stages, 76–78 high-stakes tests, 40 talk, 21 Subject Leaders, 97 Subsidiarity, 212, 232 Success education, xxvi, 94 Surface level questioning, 21 Sustainability, 170–172 System leaders, xxiii, 15, 59, 77, 221, 224, 227–228 challenges, 29 complex systems, 31–32 in education, 2–3 ethical and moral guidelines, 30–31 guiding principles for, 211–213 implications for, 29 insufficient preparation for VUCA challenges, 29 nuanced leadership best in uncertain times, 33 reform, 30 scaling successful educational reforms, 32 System leadership, xiii–xiv, xviii, xx, xxx, 166, 228, (see also Quality leadership for learning systems) cultural and contextual antecedents for system leadership in China, 91–93 in everyday, 213–215 future of system leadership in VUCA world, 172–175 for future-ready learning, 116–120 for future-ready life work, 120–123 imperative, 209–216 implications for, 53–55, 100–105 movement, 171 opportunity, 215–216 and professional capital, 88–91 purposes of education, 113–116 system reform initiatives, 93–100 System perspective, 12 System reform initiatives, 93 different forms of school consortiums, 93–96 district/municipal-level teaching-research officers, 98–100 networked teacher PLCs, 96–98 System regeneration, 4 Systemic leadership, 4 TALIS, 102 ‘Teach Less, Learn More’ initiative, 113 Teacher(s) evaluation and appraisal of, 79–81 professional development approaches, 46 talk, 21 teacher–student relationships, 21 Teaching School Alliance (TSA), 161 Teaching schools, 161 Teaching-research officers, 98–100 Technology, 122 Theories of change, 61–64 Third Global Education Industry Summit, 24 Third way approach, 61 Top-down implementation, 43 Traditional change approaches, 40–44 Transparency, 69 Trust, 68–69, 210 UK National College for School Leadership, xiv UK–Shanghai comparative study, 104 Uncertainty, 206 ‘Understanding Our Workforce’ survey, 186 Universities, 111 school/faculty of education partnerships, 189–190 Validity, 69 Vision-oriented learning, 137 Visionary leadership, 8 Volatility, uncertainty, complexity, ambiguity (VUCA), xxiii–xxiv, xviii–xix, xxi, xxiii, 170 future of system leadership in VUCA world, 172–175 implications for leaders and system leadership in, 81–83 times, 54 world, 1, 6, 8, 10, 59, 222 ‘Voluntary but inevitable’ principle, 160 Water security, 125 Welsh system, 168 Workforce Capability Framework, 187 Book Chapters Prelims 1. System Leaders Scaling Successful Educational Reforms in an Uncertain Future 2. Leading Education Change Internationally: Towards a New Approach 3. Quality Leadership for Learning Systems 4. System Leadership for Promoting Collective Responsibility and Communities of Learners: Insights from China 5. System Leadership for Future-ready Learners in Singapore 6. Leading School Districts for Improved Student Success 7. Leading a Connected and Partnership-based System 8. Sharing Our Story: One Approach to School and System Improvement 9. System Leadership – Human Flourishing through Building Trust 10. Leading Successful Systems in a VUCA World: Advice from our Contributing Authors Index

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