Clive Dimmock explores how leadership is vital to developing schools as research engaged communities. Leaders are key to establishing the necessary conditions and structures, as well as tackling barriers. Above all, he argues that by embedding research engagement within the school as a professional learning community, leaders ensure that research knowledge is mobilized to improve practice.
John Blanchard looks at how in performance management collaboration between teachers, senior leaders and governors can contribute to all involved being better prepared and lead to a more effective and rewarding experience.
Ian Craig reflects on the phenomenon of “toxic” leadership in schools and makes connections to accountability pressures, the changing education landscape and the fragmentation of the school system. He identifies the implications this has for leadership development.