Becoming an Engaged Educational Leader

Facilitating Growth and Development During the Middle Years

Edited by:
Ian Marshall, The University of the West Indies
Grace-Anne Jackman, The University of the West Indies

A volume in the series: Navigating the Leadership Continuum: Connecting Theory, Research, and Practitioners' Perspectives. Editor(s): Ian Marshall, The University of the West Indies. Grace-Anne Jackman, The University of the West Indies. Denise E. Armstrong, Brock University.

Call for Chapter Proposals

We would like to invite you to contribute a chapter (approximately 25 pages) to Volume two of our edited multiple volume book series entitled, Navigating the Leadership Continuum: Connecting Theory, Research and Practitioners’ Perspectives. Volume one which was published by Information Age Publishing in 2022, was designed to meet the training and professional development needs of incumbent and emerging educational leaders at different stages of their career trajectories. We have received very positive feedback from that first publication and are poised to continue in that vein. The link to that first volume has been pasted here for ease of reference

The book series can be used as a reference text for students enrolled in Educational Leadership undergraduate and graduate programmes. It can also serve as a companion text for leaders who are already in the field. The series is especially relevant for leaders from the Caribbean, Canada, Europe, and the United States of America and offers unique insights into the nuanced nature of leadership across the respective diasporas with a special focus on the contrast between mainstream leadership and leadership at the periphery.

We are therefore inviting abstracts for Volume two entitled Becoming an Engaged Educational Leader: Facilitating Growth and Development during the Middle Years which will include chapters that focus on providing mid-career educational leaders (six to twenty years) with strategies to hone their craft as expert leaders while building leadership capacity within those whom they lead. Volume two is therefore intended to guide leaders throughout their growth phase, as they seek to promote professional development, deliver culturally relevant and inclusive education, and promote equitable school outcomes in an atmosphere of high expectations. This volume is particularly designed to help educational leaders to pace themselves and avoid the burnout syndrome that can af lict many school leaders in the middle years of their careers.

Volume II - The Engaged Educational Leader

According to Swearingen (2014) and Boyce and Bowers (2016), principals become more effective as they gain more experience. In this volume, the issues to be addressed therefore, focus on the principals’ personal growth and professional development, developing leadership efficacy (Robins & Judge, 2014; Versland & Erickson, 2017) leading for diversity, and talent management. One of the challenges which principals may face is the tension between urgent and important tasks, otherwise known as the tyranny of the urgent (Hummel, 1960). When impacted by such tyranny principals seldom have time to pursue professional development that enables them to remain relevant in the dynamic and evolving context of their leadership environments and to avoid burnout (Dolye & Locke, 2014; Federici & Skalvik, 2012).

Contributors to Volume two will emphasize the importance of ongoing professional development (Baker & Bloom, 2017; Farver & Holt, 2015; Wise & Cavazos, 2017) and ongoing administrative coaching (Aguilar, 2017; Trach, 2016) and provide strategies for carving space to do so in the midst of the myriad functions that accompany the role of principalship. This volume will also explore the strategies principals can deploy to lead culturally responsive, diverse and inclusive schools (Khalifa, 2018; Khalifa, Goodman & Davis, 2016) with a more comprehensive leadership style that is cognizant of the importance of having all stakeholders on board (Dewitt, 2018) and ensuring that each student irrespective of physical or mental ability is a full member of the school community (Krownapple, 2016). In this volume the authors will also complete a comparative deconstruction of diversity within the Caribbean and other international jurisdictions and demonstrate how principals can apply contextual and radical interventions (Pullen et al., 2019). Further, it will also explore various definitions of social justice (Theoharis, 2007) and how principals can use their positions to deliver equity education within inequitable contexts (Angelle, 2017; Fraser, 2012; Ryan, 2010; Theoharis, 2010). In the following four proposed sections of Volume two, leadership experts, practitioners and researchers, share critical insights and offer guidance to middle-career educational leaders.

This book is intended for Caribbean and International audiences comprising prospective, incumbent, and retired educational leaders and students of Educational Leadership who are enrolled in Undergraduate and Graduates programmes.

Scholarly Groups and Journals this book would appeal to, once published, include:
• Caribbean Curriculum Journal
• Caribbean Educational Research Journal
• Educational Administration Quarterly Journal
• Educational Leadership
• Educational Leadership and Administration: Teaching and Program Development
• Educational Management Administration & Leadership
• Educational Researcher Journal
• International Journal of Educational Leadership Preparation
• International Journal of Educational Research
• International Journal of Leadership in Education
• Journal of Educational Administration
• Leadership (SAGE Journal)
• Review of Research in Education Journal
• The Journal of School Leadership
• The Leadership Quarterly
• AERA Division A (Administration, Organization and leadership)
• ASCD (Association for Supervision and Curriculum Development)
• NAESP (National Association of Elementary School Principals)
• NASSP (National Association of Secondary School Principals)

This call is therefore inviting abstracts that address the following sub-themes within the four sections listed below:

1. Running the Gauntlet of Mid-Career School Leadership: The Phase of Growth Experimentation, Triumphs, and Challenges (Personal Focus)

• Honing your leadership skills and abilities
• Developing your leadership style, establishing structures for sustainable leadership
• Building your leadership team and promoting leadership density through diversity
• Shaping and developing the professional learning community by promoting a growth mindset: strategies and pitfalls
• Securing buy-in for the vision and goals of the learning organization

2. Running the Gauntlet of Mid-Career School Leadership: The Phase of Growth Experimentation, Triumphs, and Challenges (School-wide Focus)

• Creating an enabling environment for effective Instructional leadership, curriculum innovation, and assessment
• Leveraging school image and school brand to promote school success
• Managing the expectations of internal and external stakeholders and avoiding burnout
• Negotiating with parents: Challenges, strategies, pitfalls, successes
• The engaged school leader and Social Justice Advocacy

3. Identifying and Developing Talent in the Multicultural and Inclusive Workplace

• Navigating personal and professional identities and intersecting locations, e.g., race, gender, class, religion, (dis)ability, etc.
• Establishing and developing a strategic planning philosophy within the school context: Mainstream vs Periphery Leadership
• Developing a talent management philosophy and framework for effective school leadership
• The role of mentorship in talent management in strategic school leadership
• Managing employee growth and promotion prospects using emotional intelligence principles

4. Remaining Relevant through Continuous Professional Development

• Building teacher and leadership efficacy through continuous professional development frameworks
• Financing and supporting continuous professional development: Challenges and success stories
• Remaining relevant to your constituents in an era of diversity, scarcity, and high expectations
• Interactions among teacher commitment, teacher leadership, and professional commitment
• Life-long learning principles for effective leadership in inclusive contexts

Invitation to Authors: September 7th, 2022
Tentative Title and Abstract (approximately 250-300 words): September 30th, 2022
Abstract Feedback: October 28th, 2022
Chapter Manuscript Due: April 14th, 2023
Feedback to Authors: June 16th, 2023
Revised Manuscripts Returned to Editors: August 25th, 2023
Manuscripts Submitted to Publisher: September 15th, 2023
Anticipated Publication Date: December 2023

Submissions should include:

1. The tentative Title and Abstract (250-300 words), which conforms to APA (7th edition) conventions.
2. The selected section (e.g., Section 1, 2, 3, 4) and the specific sub-theme (e.g., Identifying and Developing Talent in the multicultural workplace; Managing employee growth and promotion prospects using emotional intelligence principles).
3. A summary of how the proposed chapter can be used as a teaching tool and a draft example of a scenario, vignette, or discussion questions to accompany the proposed chapter.

Abstract submissions are due by September 30th, 2022. We recognize the importance of networking and therefore you are free to collaborate with other authors as you see fit.

Should you require any additional information or clarification, please feel free to contact Dr. Ian Marshall at

  • This title is in development and is not yet available to order online. Please call the IAP office for more information: 704.752.9125
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