The identification, development, succession and retention of leadership talent in contextually different primary schools: a case study located within the English West Midlands

Rhodes, Christopher; Brundrett, Mark

doi:10.1080/13632430600737124

Cited by 39 publications

(41 citation statements)

References 28 publications

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“…Much of the tension reported seems related to a range of contextual factors (Harris, 2005;Rhodes & Brundrett, 2006), reinforcing the conception of conflicting discourses:…”

Section: Discussion and Findingsmentioning

confidence: 96%

Distributed leadership in Scottish schools

Torrance¹

2009

Management in Education

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“…Much of the tension reported seems related to a range of contextual factors (Harris, 2005;Rhodes & Brundrett, 2006), reinforcing the conception of conflicting discourses:…”

Section: Discussion and Findingsmentioning

confidence: 96%

Distributed leadership in Scottish schools

Torrance¹

2009

Management in Education

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“…(Draper and McMichael 2003, 191) The motivation to progress to headship seems to be driven by the interaction between perceptions of self and of the nature of the role. Personal and professional confidence is clearly an important issue (Dorman and D'Arbon 2003;Gronn and Lacey 2004;Rhodes and Brundrett 2006). However, so are perceptions of what headship involves.…”

Section: The Role Of the Deputy As A Preparation For Headshipmentioning

confidence: 95%

Work-shadowing as a process for facilitating leadership succession in primary schools

Simkins

Smith

2009

School Leadership & Management

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Work-shadowing is an under-researched aspect of leadership development. This paper places workshadowing in the broader context of responses to the challenges of managing leadership succession in schools, drawing on an evaluation of a pilot shadowing programme for aspiring primary headteachers. The paper identifies a number of key themes in prospective heads' experience, namely those of transition, capability and identity. It shows how a shadowing programme can address these if appropriate 'rules of engagement' are established and if processes are put in place that enable the shadowees to 'frame' their experience in relation to both the rationale for the day-to-day interactions of headship and the broader structural and cultural contexts within which headship takes place.

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“…The falling number and quality of applicants for leadership posts in schools is of increasing concern, given the importance of effective leadership in schools and likely increases in leadership distribution as a means to building leadership capacity (Rhodes & Brundrett, 2006). A possible solution to this problem is for existing school leaders to actively identify and develop leadership talent amongst existing staff (NCSL, 2004).…”

Section: Succession Planningmentioning

confidence: 99%

Capacity Building and Succession Planning

Cruickshank¹

2018

OJL

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School leaders can make a considerable difference to the quality of teaching and learning in their schools, and consequently student achievement, by influencing the motivations and capacities of teachers. If school leaders are to be leaders of learning, then they should take responsibility for ensuring the continual learning of both students and teachers, as well as maintaining their individual learning. This paper will analyse the role of succession planning and staff capacity building as essential components of a leadership for learning school.

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The identification, development, succession and retention of leadership talent in contextually different primary schools: a case study located within the English West Midlands

Cited by 39 publications

References 28 publications

Distributed leadership in Scottish schools

Distributed leadership in Scottish schools

Work-shadowing as a process for facilitating leadership succession in primary schools

Capacity Building and Succession Planning

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