Middle leading refers to those teachers that both teach and have leadership roles, and thus can bridge the gap between the practices of learning and the managemant of schooling. Focusing on the practices of middle leaders, this book addresses the current lack of support and professional development for middle leaders in educational settings.

Middle Leadership in Schools positions middle leaders as professional leaders, and an integral part of educational and professional development in schools and other educational institutions. Drawing on empirical research spanning four countries, this book provides readers with a conceptual framework to understand middle leading and shows how middle leading practices unfold in real educational contexts. This is a valuable resource that goes beyond a theoretical conversation about middle leaders to provide readers with practical applications based on extensive research undertaken by the authors. The book is divided into seven chapters, each of which include reflective discussion questions and recommended readings to promote collaborative engagement with the text. Chapters cover topics such as how middle leading is shaped in practice, its role in professional development and its impact on schools.

Illustrating to middle leaders how they can develop their leadership skills, the book will also be of interest to school principals and other senior leaders as a guide to supporting their middle leaders.

Author: Peter Grootenboer, Christine Edwards-Groves, Karin Rönnerman
Binding Type: Paperback
Publisher: Routledge
Published: 03/26/2020
Pages: 154
Weight: 0.55lbs
Size: 9.10h x 6.10w x 0.40d
ISBN: 9780367460006

About the Author

Peter Grootenboer was a school teacher and middle leader for 12 years before moving into the tertiary sector. He received a national Jim Campbell Award for teaching excellence. He is now a Professor in Education at Griffith University.

Christine Edwards-Groves is Associate Professor at Charles Sturt University, Australia. She researches classroom interaction, dialogic pedagogies and professional learning, and is especially interested in practice theory.

Karin Rönnerman is a professor in Education at the University of Gothenburg. Her research is in the field of action research connected to professional learning and development of practices through middle leading.