Rethinking Educational Leadership: From improvement to transformation

John West-Burnham offers a radical critique of prevailing models of leadership in education, particularly models of school leadership, notably the British view of headship. For almost a generation, school leadership has been focused on the concept of improvement, within a policy context of improvement and a prevailing culture rooted in incremental adjustment rather than a fundamental reappraisal.

Transformation is a particularly evocative concept; it is one of those words that it is almost ...