Description

Envisioning the nature of schools of the future is more art than science. But the response of schools to challenges presented by such forces as technology, changing demographics, and government austerity offer useful clues. As a minimum, schools need to be able to thrive on uncertainty, have considerably greater capacities for collective problem solving than they do, and meet a wider array of student needs. This volume examines the type of leadership that are likely to be productive in creating and sustaining such schools. Based on a long term study of transformational leadership in school restructuring contexts, the chapters offer an account of such leadership grounded in a substantial body of evidence.