Index

Citation

(2024), "Index", Benson, E., Duignan, P. and Watterston, B. (Ed.) Middle Leadership in Schools: Ideas and Strategies for Navigating the Muddy Waters of Leading from the Middle, Emerald Publishing Limited, Leeds, pp. 191-196. https://doi.org/10.1108/978-1-83753-082-320241013

Publisher

:

Emerald Publishing Limited

Copyright © 2024 Elizabeth Benson, Patrick Duignan and Barbara Watterston

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INDEX

Academics

, 1

Action planning template

, 147–149

Action research

collective autonomy

, 120

evaluative thinking

, 124–125

practical implementation

, 119

success

, 127–130

Activism

, 104, 107

American schools

, 60

Apple

, 57

Assemble your mentors

, 110–111

Association of Independent Schools of South Australia (AISSA)

, 31–32, 35, 40

Australia education sectors

, 172

Australian Educational Leader (AEL)

, 124

Australian Institute for Teaching and School Leadership (AITSL)

, 65, 118, 173

Principal Standard and Teacher Standards

, 185

Principal Standard Reflection Tool

, 181

Australian Professional Standard for Principals

, 173

Australian Professional Standards for Teachers

, 178

Australian Teacher Magazine

, 106

Authentic educational leaders

, 45, 49

Authentic leaders

, 45–49, 51–53, 56

creating authentic teams by

, 53–55

through values clarification

, 49–50

Authentic leadership, influencing and

, 51–53

Authentic relationships, cultivating

, 55–56

Authentic teams by authentic leader, creating

, 53–55

Biographical narratives

, 14

Blogging/writing

, 104–105

Boundary-crossing

, 71

Build a team and empower others!

, 112

Catholic Church community

, 68

Catholic Education Melbourne (CEM)

, 65

Catholic leaders

, 74

Catholic leadership, key themes for

, 68–71

Catholic organizations

, 70

Catholic schools

, 68

building relationships

, 75

challenge for

, 64–66

issues

, 66

journal reflection

, 67, 72, 75

key questions

, 66, 71–72, 75

key themes for catholic leadership

, 68–71

leaders

, 70

leading and following

, 71

professional learning design

, 67

relationships

, 72–75

suggested activity

, 67, 72, 75

systems

, 64

Catholic Social Teaching

, 73

Catholic tradition

, 70

Catholicism

, 64

Chief Affirmation Officer (CAO)

, 52

Christian discipleship

, 70

Cioffi, Danielle

, 33–35

Classrooms

, 17

practice

, 129–130

Co-constructed middle leadership identity

, 15

Co-learner and expert

, 18–19

Collaborative inquiry

, 155–156

Collective autonomy

, 120

diagnose

, 121

empower teachers as leaders

, 121

invest time in forming team

, 122

matters

, 120

treatment

, 121

Communicative spaces

, 84

Community of practice

, 94–95, 105

Concentric circles protocol

, 75

Contextual data

, 158

Cornerstones

, 91–92

Credibility in curriculum

, 18–19

Curriculum, credibility in

, 18–19

Curriculum improvement

applying inquiry cycle to resolve curriculum challenge

, 156–168

collaborative inquiry

, 155–156

setting scene

, 154–155

Curriculum middle leaders (CMLs)

, 154, 156–157

Daily Telegraph, The

, 106

Data Collection and Analysis Matrix

, 158–159

Demographic data

, 158

Department of Education (DoE)

, 155

Develop a profile

, 110

Director of High School Curriculum

, 34

Discipleship concept

, 70

Distributed leadership

, 120

Do good work and commit to self-improvement

, 109

Education International’s Future World of Work Committee

, 106

Education jurisdictions

, 175

Education Leadership Capabilities Framework

, 178

Education Scotland

, 177

Education systems

, 1, 179

Educational leadership

, 73

Educational Leadership Capability Framework

, 177

#edureading group

, 105

Effective time management

, 18

Emma’s personal reflection on middle leadership identity

, 16

relational leadership

, 17–18

support from others

, 18

Empower teachers as leaders

, 121

Empowerment

, 40

Encounter

, 71

England, middle Leaders

, 178–180

Ethic of trust

, 83

Evaluative thinking

, 124–125

diagnose

, 125

map PLT timeline

, 126

matters

, 124

spend time rewiring mental models

, 126

treatment

, 126

Facebook

, 58

Female participants

, 40

Find ‘tribe’

, 109–110

Find gap to fill

, 111

Fishbone analysis

, 160–161

Follower

, 69

Followership

, 69

Foot-washing

, 71

Gender barriers and complexities

, 32

Gender stereotypes

, 32

Gender-based barriers

, 31, 35, 39

General Teaching Council for Scotland

, 176

Goals

, 137, 139–140, 147, 150

Good leadership

, 100

Hard tactics

, 45, 48

Head of department (HOD)

, 53

High-quality school leadership

, 173

Implementation

, 119

Imposter syndrome

, 38, 40

In real life (IRL)

, 111

Influence approaches

, 45

Initial teacher education (ITE)

, 103

Inquiry cycles

, 126

determining challenge of practice

, 158

develop and plan

, 163

establishing PLC

, 156–157

planning to measure impact

, 164–166

practical example

, 158

prioritise challenge of practice

, 159–163

process

, 155

to resolve curriculum challenge

, 156

review

, 166–168

scan and assess

, 156

Inquiry model

, 123

Inspirational leaders

, 51–53

Instructional data

, 158

Intellectual dimension

, 88

Interactional dimension

, 87

International research

, 175

International Teacher Task Force on Teachers for Education 2030

, 106

Interpersonal dimension

, 86–87

Intersubjective dimension

, 87–88

Jigsaw protocol

, 72

Ladder of Inference

, 127

Language

, 24

Leaders

, 55, 65, 68–69, 73, 75

in Catholic schools

, 70

standards

, 172, 180

Leadership

, 56

assemble mentors

, 110–111

blogging/writing

, 104–105

coaching

, 106

continuum

, 175, 177

develop profile

, 110

do good work and commit to self-improvement

, 109

experiences of middle leadership

, 107

find ‘tribe’

, 109–110

find gap to fill

, 111

identity

, 12–13

middle leader use teacher and leadership standards to shape

, 180–185

online activism and representation

, 106

overcoming challenges to grow and bloom

, 102–103

podcasting into speaking

, 104

positive outcomes for our careers

, 106

possible

, 103–104

professional learning led

, 105

reflection questions

, 113

reflections

, 107

research

, 1

seeking excellence

, 112

self-development and reflection

, 104

seven strong claims

, 107–108

standards provide middle leaders

, 185–186

standards to fuel growth and development

, 180

strong claims about

, 107–108

support

, 100–101

take action

, 112–113

team and empower others!

, 112

women in leadership programme

, 31–32

Mathematics programme

, 19

Melbourne Archdiocese Catholic Schools (MACS)

, 64, 67

Melbourne Catholic education experience

, 64

Mentoring

, 39

Micro-blogging

, 104

Microsoft

, 57

Middle Leader Qualification

, 178

Middle leaders

, 2–4, 13, 24, 30–31, 35, 41, 48, 60, 65–66, 69, 83, 89, 102, 119, 137, 147, 174, 177, 179

action planning template

, 147–149

authentic leader

, 45–49

authentic leader through values clarification

, 49–50

book written for and by

, 4–6

challenge

, 186

creating authentic teams by authentic leader

, 53–55

cultivating authentic relationships

, 55–56

direction setting

, 140–141

England

, 178–180

growth and development

, 175

influencing and authentic leadership

, 51–53

lead strategically

, 149–150

leadership standards to fuel growth and development

, 180

leading school improvement than managing textbooks and meetings

, 136–138

modest proposal for

, 60–61

New Zealand

, 177–178

practical support do leadership standards provide

, 185–186

primary role

, 50

quality middle leadership matters

, 172–175

reflection activity

, 141–146

reflection task

, 56–57

Scotland

, 176–177

sharing ideas

, 50–51

silos in secondary schools

, 57–60

strategic capability

, 138–140

strategic leaders

, 138

strategic planning template

, 146–147

strategically from middle

, 138

translating strategy into action

, 146

with trust

, 90–91

use teacher and leadership standards to shape leadership development

, 180–185

Middle Leaders Leading Change programme

, 177

Middle leadership

, 30, 66, 69, 73, 101, 106, 172

(see also School leadership)

in Catholic context

, 73

co-constructed middle leadership identity

, 15

credibility in curriculum

, 18–19

Emma’s personal reflection on her middle leadership identity

, 14–18

experiences of

, 107

findings

, 14

meet Emma and Sam

, 14

research design

, 14

Sam’s personal reflection on his middle leadership identity

, 15, 20

strong claims of developing

, 108

Ministry

, 71

Ministry of Jesus

, 70

Mission

, 68

Missionary disciples

, 70

Multidisciplinary institutes

, 59

Narratives

, 31

analysis

, 15

National Catholic Education Commission (NCEC)

, 68

National Teacher Workforce Action Plan

, 173

#newteachertribe

, 105

New Zealand, middle Leaders

, 177–178

New Zealand Education Leadership Capabilities

, 178

New Zealand Ministry of Education

, 137

Non-conflicting approach

, 20

NSW Department of Education

, 136

Numeracy Curriculum Leader

, 19

One-on-one consultation

, 48

Online activism and representation

, 106

Padlet (web platform)

, 48

Pedagogical approach

, 109

Performance and development

, 173

Positionality

, 21–22

Practice architectures

, 85

Pragmatic dimension

, 89

Professional learning (PL)

, 100, 105, 119

Communities

, 105

design

, 67

facilitating ethic of trust for building and sustaining strong communities of

, 83–84

Professional learning community (PLC)

, 154

establishing

, 156–157

Professional learning teams (PLTs)

, 119

learning leaders

, 122

Showcase events

, 129

Timeline

, 126

Professional relationships

, 19

Professional Standards

, 177, 186

#PSTchat

, 105

Qualitative data collection methods

, 165

Quality middle leadership matters

, 172–175

Quantitative methods

, 164

Queensland Department of Education

, 136

Rapid, Unpredictable, Paradoxical, and Tangled (RUPT)

, 128

Reflections

, 104–107

activity

, 141–146

task

, 56–57

tools

, 181

Relational architectures

, 84

Relational leadership

, 17–18, 20–21

Relational transparency

, 50

Relational trust

, 156

arriving at strong community of practice

, 94–95

example from field

, 92–93

facilitating ethic of trust for building and sustaining strong communities of professional learning

, 83–84

middle leaders lead with trust

, 90–91

seven cornerstones bring coherence to foundations of middle leading

, 91–92

theory into practice

, 93–94

understanding conditions for creating culture of

, 84–90

Relationships

, 72–75

building

, 75

Research

, 1

design

, 14

Review phase

, 166–168

Sam’s personal reflection on middle leadership identity

, 20

positionality

, 21–22

relational leadership

, 20–21

self and social awareness

, 22

School leadership

, 12, 18–19

identity

, 13

team

, 21

School middle leadership context

, 1–4

book written for and by middle leaders

, 4–6

Schools

, 1

improvement strategy

, 137

leader’s identity

, 12

school-based professional standards

, 176

seven strong claims of developing middle leadership knowledge and skill sets

, 108

Scotland, middle Leaders

, 176–177

Secondary schools, middle leaders break down silos in

, 57–60

Seeking of excellence

, 112

Self awareness

, 22

Self-development

, 104–107

Self-reflection

, 53

Shared decision making

, 120

Silos in Secondary schools, middle leaders help break down

, 57–60

Site–based education development

, 83

Social awareness

, 22

Social media

, 101–102

Socialisation experiences

, 23

Socialising

, 54

Soft tactics

, 45, 48

Spiral of Inquiry, The

, 126

Standard for Middle Leadership, The

, 176

Stories from field

, 32–33

Strategic capability

, 138–140

Strategic leaders

, 138

Strategic leadership

, 138

Strategic planning

, 139, 141

template

, 146–147

tools

, 138

Strategic thinking

, 147, 149–150

flow

, 138, 140

Student academic data

, 158

Success

, 127

diagnose

, 128

matters

, 127–128

sharing classroom practice

, 129–130

showcase events

, 129

treatment

, 129

Sunny Ridge State School

, 158–159, 163, 166

Survival mode tactics

, 102

Sydney Morning Herald, The

, 106

Table-fellowship

, 71

Teacher excellence

, 106

Teacher professional learning

, 118

Teacher Self-Assessment Tool

, 181

Teacher standards

, 180

TeachNSW

, 104

TER podcast

, 104

Theology of Incarnation

, 72

Tiller, Nichole

, 37–39

Transcription

, 14

Trust

, 48, 54, 86

(see also Relational trust)

Volatility, uncertainty, complexity, and ambiguity world (VUCA world)

, 57

Warnock, Lucy

, 35–37

Wikipedia

, 57

Women in leadership programme

, 31–32, 35–36, 38

Women middle leaders

, 31