Values for Educational Leadership

Front Cover
SAGE, Jun 4, 2007 - Education - 128 pages
`If you are intending to embark upon or support others taking part in any of the programmes of the National College for School Leadership I would definitely keep this book close by' - Cliff Jones, CPD Update

What are values? Where do our values come from? How do our values make a difference to education?

For educational leaders to achieve distinction in their practice, it is vital to establish their own clear sense of values rather than reacting to the implicit values of others. This engaging book guides readers in thinking for themselves about the values they bring to their task and the values they intend to promote. Crucially, the book promotes critical thought and constructive analysis about the underlying values involved with:

- aims and moral purpose in education

- individual qualities in educational leadership

- vision in education

- school ethos and culture

- the school as an educational community.

By inviting reflection using valuable case studies and work-through activities, as well as referring to a wide range of academic literature, this book will be an important resource for those working towards professional qualifications such as NPQH, and invaluable for anyone aspiring to excellence in educational leadership.

Graham Haydon is Senior Lecturer in Philosophy of Education at the Institute of Education, University of London, where he teaches on Masters courses in Values in Education and Applied Educational Leadership and Management.


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1 Values and their place in educational leadership
2 Educational aims and moral purpose
3 The individual leader
4 Vision in education
5 School ethos and culture
6 Community and democracy

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Page 7 - A value is a conception, explicit or implicit, distinctive of an individual or characteristic of a group, of the desirable which influences the selection from available modes, means, and ends of action" (Clyde Kluckhohn, "Values and Value Orientations," in Talcott Parsons and Edward A.
Page 5 - Because a significant portion of the practice in educational administration requires rejecting some courses of action in favor of a preferred one, values are generally acknowledged to be central to the field
Page 11 - ... pronounced tendency to adopt the word ethics or moral as an umbrella term for anything values-related (eg, Grogan & Smith, 1999; Sergiovanni, 1992). In contrast, other scholars, notably several Canadians (ie, Begley, 2000; Campbell-Evans, 1991; Leonard, 1999), follow Hodgkinson's lead (1996). They reserve the term ethic or principles for a particular and very special category of transrational values and employ the word values as a generic umbrella term for all forms of 'conceptions of the desirable.

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