Index

Citation

(2021), "Index", Brown, S. and Duignan, P. (Ed.) Leading Education Systems, Emerald Publishing Limited, Leeds, pp. 235-241. https://doi.org/10.1108/978-1-80071-130-320211011

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Emerald Publishing Limited

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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