Viviane is a Distinguished Professor in the Faculty of Education and Social Work at the University of Auckland, New Zealand and Academic Director of its Centre for Educational Leadership. Her research identifying the impact of different types of leadership on student outcomes (Student- Centered Leadership) has been used to shape leadership policy and practice in Scandinavia, England, Singapore, Chile, Canada, Australia and New Zealand.

She has received numerous awards from national and international professional and academic organisations including the Australian Council for Educational Leaders, the New Zealand Secondary Principals Association and the US-based University Council on Educational Administration. In 2011, she was made a Fellow of the American Educational Research Association for sustained excellence in educational research. In 2016 the Royal Society of New Zealand awarded her the Mason Durie Medal for her international contributions to educational leadership research and practice. She currently leads a research and development programme on the leadership knowledge and skills involved in school improvement.

To learn more visit her website at [...]

List of Tables and Figures
Preface
Acknowledgments
About the Author
1. Too Much Change, Not Enough Improvement
Not All Change Is Desirable
Distinguish Between Change and Improvement
Improvement Means Positive Impact on Learners
The Impact of Leadership on Student Outcomes
Reflection and Action
2. Understand the Challenge of Improvement
Understand Theories of Action
Espoused Theories of Action Versus Theories in Use
Helping to Change Theories of Action
Reflection and Action
3. Two Approaches to Leading Improvement: Bypass and Engage
The Limitations of the Bypass Approach
The Bypass Approach: A National Initiative
From Bypass to Engagement
Reflection and Action
4. The Four Phases of Theory Engagement
Phase I. Agree on the Problem to Be Solved
Phase II. Inquire Into the Relevant Theory of Action
Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action
Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action
Reflection and Action
5. Learning How to Lead Improvement: Coaching That Engages Principals
Excerpt 1: Engage Others' Thinking
Excerpt 2: The Self-Referential Critique
Excerpt 3: Bypass and Reframing
Reflection and Action
6. Learning How to Lead Improvement: Professional Learning That Engages Participants
The Context
Phase I. Agree on the Problem to Be Solved
Phase II. Reveal the Relevant Theories of Action
Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action
Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action
Reflection and Action
Afterword by Stephen Dinham
References
Index