Leading the Strategically Focused School – Success and Sustainability

Citation

Roberts, B. (2006), "Leading the Strategically Focused School – Success and Sustainability", International Journal of Educational Management, Vol. 20 No. 6, pp. 500-501. https://doi.org/10.1108/ijem.2006.20.6.500.1

Professor Brent Davies is Professor of International Leadership Development at the University of Hull and an associate editor of the International Journal of Educational Management. This is the first book he has sole authored alone but he has co‐authored 16 others. He has published extensively including articles within IJEM leading to Best Paper award or nomination on several occasions.

This book is largely based upon practical research work done with the National college of School Leadership particularly with Barbara Davies and Linda Ellison. The book does not take a traditional approach to strategy which is employed by those at the “top” of an organisation, but rather deals with those who deal, on a day by day basis, with the practicalities of management and whose noses are also above the parapet. The development of strategic thinking in all staff in school is something to be aimed for.

The research upon which the book is based suggests that the twin track approach by leaders in schools can benefit themselves as leaders with vision but also translates that vision into action. The book explores a model of strategic processes, approaches, and leadership in an interrelated way. The book argues that the first stage for schools prior to strategic development is to clarify values and beliefs as strategy should not exist in isolation. The formation of policy is as a result of people interaction during the processes that are critical in creating a strategy and a force for change.

There are three elements that build the strategic direction for the school‐“conceptualization, engaging people and articulation”. After considering these elements the book then examines the strategic approaches a school can utilize and deploy and considers four approaches‐“strategic planning” “emergent strategy”, “decentralized strategy” and “strategic intent”. Building and sustaining strategic leadership within the school is examined especially what strategic leaders do in direction setting, linking people to strategy, linking strategy to action determining when to intervene and finally developing strategic capabilities within the school.

The characteristics of strategic leaders and the examination of these in others are considered in Chapter 9.

The challenge of translating strategy into action is looked at later in the book. There are plenty of plans but how do they translate into action focusing on the school's activities? The final chapter analyses the characteristics of strategically focused schools and lists nine in all, starting with a culture of sustainability and ending with the development of strategic leadership across the school that is sustainable.

The book reviews attached to the book are complimentary as you would expect, but those making the comments are significant enough players in the education field to know the value of their contribution. My own assessment is similar to that of Professor Hopkins which is to praise the combination of research with reality which is in effect the mission statement of the journal. The book also gives encouragement to anyone involved in the running of the school at whatever level, who, as a leader is capable of contributing to and developing strategic thinking within their organisation. I recommend the book to anyone who is, or who aspires to be, a leader in schools, as it makes an important contribution to the thinking required to achieve cohesive, strategic approaches to the running of schools based upon sound practical experience.