Leading Socially Just Schools

Christine Forde is Emeritus Professor at the University of Glasgow. Current research includes social justice leadership, middle leadership in schools, life histories and headship, governance. She is a Fellow of the International Professional Development Association and received the Robert Owen Award for services to Scottish education in 2019. Deirdre Torrance is Senior Research Fellow in Educational and School Leadership in the School of Education, University of Glasgow. Deirdre leads the Future of Headship Research Team and is engaged in numerous collaborative research and writing projects around policy, leadership preparation, school leadership and management, and social justice leadership.

Foreword 1 Introduction Leadership development and leading socially just schools 2 Anti- racist school leadership: making ‘race’ count in leadership preparation and development 3 What is the problem? A critical review of social justice leadership preparation and development 4 Learning to lead socially just schools: an exploration of candidate readiness for equity- focused principal preparation in the United States 5 The need for career- long professional learning for social justice leaders in affluent school contexts 6 Professional development for school leaders in England: decision- making for social justice Leading in socially just schools 7 Promoting socially just schools through professional learning: lessons from four US principals in rural contexts 8 Critical professional development and the racial justice leadership possibilities of teachers of colour in K- 12 schools 9 The role of trade union provision for critical professional learning in supporting member teachers’ social justice leadership practice Teacher development to build practice in socially just schools 10 Promoting professional growth to build a socially just school through participation in ethnographic research 11 ‘Every single student counts’: leadership of professional development underpinned by social justice for sessional staff in a South Australian university 12 A cross- school PLC: how could teacher professional development of robot- based pedagogies for all students build a social- justice school? 13 Supporting gender- inclusive schools: educators’ beliefs about gender diversity training and implementation plans 14 Learning about culture together: enhancing educators cultural competence through collaborative teacher study groups 15 The professional development needs of primary teachers in special classes for children with autism in the Republic of Ireland Afterword: inserting social justice into professional development