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The Early Years of Leadership

The Journey Begins

Edited by:
Ian Marshall, 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 Chapters

We would like to invite you to contribute a chapter (approximately 25 pages) to the first edited volume in our three-part book series entitled, Navigating the Leadership Continuum: Connecting Theory, Research, and Practitioners’ Perspectives. Leadership preparation has been regarded as the most significant phase of a leader’s development. However, the extant literature suggests that in many respects, leadership preparation programmes fail to adequately prepare leaders for the demands of the job in the face of burgeoning expectations (Clifford, 2015).

The books in this series are designed to inform and support administrators across their career spectrum. As such, they can be used as textbooks for students enrolled in educational leadership and administrator professional development programmes, and as companion texts for leaders who are already in the field. This series is also international in scope. It is especially relevant for educational leaders from the Caribbean, Canada, Europe, and the United States of America because it offers unique insights into the nuanced nature of leadership in diverse contexts and the contrast between mainstream leadership and leadership at the periphery.

We are inviting abstracts for our first volume, The Early Years of Leadership: The Journey Begins, which will be published by Information Age Publishing. This edited volume is designed to meet the training and professional development needs of incumbent and emerging educational leaders, and will include chapters that focus on the challenges novice school administrators encounter in the first five years of their administrative trajectory as they navigate increasingly complex, volatile, uncertain, ambiguous environments.

This volume will also address issues which are often overlooked in the process of leadership preparation, such as crafting a leadership philosophy, the process of developing a professional identity, the multiple roles school administrators play, and the political skills required to negotiate with internal and external power brokers and create inclusive and equitable schools.

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

1. First year experiences (novice leaders): Challenges and pitfalls
• Adjusting to leadership
• Leadership transitions and socialization
• Leading school finances
• Leading the disciplinary portfolio/behavioural management programme of the school
• Instructional leadership, curriculum, assessment
• Navigating the social context
• Leading external stakeholders (Ministry of Education, parents/guardians, local communities, private sector/donors, etc.)

2. Crafting a leadership philosophy and identifying mentors
• Navigating personal and professional identities and intersecting locations, e.g., race, gender, class, religion, (dis)ability), etc.
• Identifying and crafting your leadership philosophy
• The nexus between leadership philosophy and effective school leadership
• The role of mentorship in shaping the leadership philosophy
• Identifying leader mentors (key characteristics)

3. Negotiating micro-politics and challenges in schools
• Identifying and managing the power brokers internal to school environment
• Identifying and managing the power brokers external to the school environment
• Dealing with challenges facing the principalship, e.g., diversity, digital divide/inequity
• Dealing with external challenges facing schools and the principalship, e.g., crisis management, COVID-19, natural disasters
• Creating an equitable school

Proposed Schedule and Due Dates

Invitation to Authors: October 15th, 2020
Tentative Title and Abstract (approximately 250-300 words): November 15th, 2020
Abstract Feedback: November 30th, 2020
Chapter Manuscript Due: April 15th, 2021
Feedback to Authors: July 15th, 2021
Revised Manuscripts Returned to Editors: August 30th, 2021
Manuscripts Submitted to Publisher: September 30th, 2021
Anticipated Publication Date: January 2022

Submission Guidelines

Submissions should include:
1. A tentative title and abstract (250-300 words) which conforms to APA (7th edition) conventions.

2. The selected section (e.g., Section 1, 2 or 3) and the specific sub-theme (e.g., Adjusting to leadership - Leading the disciplinary portfolio/behavioural management programme of the school) of the proposed chapter.

3. A brief 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 November 15th, 2020. We recognize the importance of networking and therefore you are free to collaborate with other authors or to share this call.

Should you require any additional information or clarification, please feel free to contact Ian Marshall at ian.marshall@cavehill.uwi.edu.

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