Christine Grice

This is a practical guide for school leaders who want to understand more about how to connect teaching and learning with wellbeing in their school. This book reimagines school leadership beyond roles and networks and explores new practical possibilities for leading pedagogy. The emphasis is on knowing students and how they learn and supporting leaders to create sustainable, productive learning environments where wellbeing and learning are integral. The book brings theory and practice together through case studies from work in schools, linking the ‘Why?’ with the ‘How’, and makes authentic connections between leading pedagogy and wellbeing through practical strategies and clear principles. Further, the book addresses issues of workload and leadership succession through collective job design, with the aim of improving psychosocial safety for all students and school staff. Drawing on the authors’ experience in school leadership and clinical and organisational psychology, this book is designed for school leadership teams looking to work cohesively together while prioritising wellbeing. It will also be relevant to postgraduate studies in educational leadership.

This is a practical guide for school leaders who want to understand more about how to connect teaching and learning with wellbeing in their school. This book reimagines school leadership beyond roles and networks and explores new practical possibilities for leading pedagogy. The emphasis is on knowing students and how they learn, and supporting leaders to create sustainable, productive learning environments where wellbeing and learning are integral. The book brings theory and practice together through case studies from work in schools, linking the ‘Why?’ with the ‘How’, and makes authentic connections between leading pedagogy and wellbeing through practical strategies and clear principles. Further, the book addresses issues of workload and leadership succession through collaborative job design, with the aim of improving psychosocial safety for all students and school staff. Drawing on the authors’ experience in school leadership and clinical and organisational psychology, this book is designed for school leadership teams looking to work cohesively together, while prioritising wellbeing. It will also be relevant to postgraduate studies in educational leadership.

This book addresses key provocations about pedagogy and pedagogical leadership found in policy and professional learning that influence understandings that educational leaders have about the meaning of pedagogy and pedagogical leadership with implications for leading pedagogy in schools today.