The Practices of School Middle Leadership

Leading Professional Learning

  • Peter Grootenboer

Table of contents

  1. Front Matter
    Pages i-xvii
  2. Peter Grootenboer
    Pages 1-19
  3. Peter Grootenboer
    Pages 21-41
  4. Peter Grootenboer
    Pages 43-59
  5. Peter Grootenboer
    Pages 61-83
  6. Peter Grootenboer
    Pages 85-105
  7. Peter Grootenboer
    Pages 107-133
  8. Peter Grootenboer
    Pages 155-174
  9. Peter Grootenboer
    Pages 175-194
  10. Back Matter
    Pages 195-196

About this book


This book uses practice theory to examine the role of ‘middle-leadership’. In particular, it investigates the practices of ‘leading in the middle’ in the cultural-discursive, material-economic, and social-political domains – i.e., the sayings, doings and relatings of middle leading. This perspective acknowledges the ecological arrangement of leading practices in schools, and the necessity of considering the unavoidable reality of the site. The analysis is used to promote the need to view leading in the middle as a form of praxis – a morally and ethically informed practice that requires thoughtful decision-making and action in situations where the outcomes are not always clear. This book focuses on the practice of leading for those in ‘middle management’ positions in primary and secondary schools, such as those responsible for curriculum leadership, including senior teachers, assistant principals, and curriculum leaders. In their positions that bridge ‘management’ and ‘the classroom’ they are significant leaders in promoting and sustaining effective pedagogy for good learning outcomes, and they have to continue to provide high-quality teaching in their own classrooms, while simultaneously being a mentor, coach, supporter and evaluator for their colleagues.


Action learning Australian education Curriculum leadership Dispersed and Distributed leadership Ecologies of educational practice Educational leadership Instructional leadership Leading in the middle Material-economic School leadership Middle leadership New Zealand education Practice architecture Practice theory Self-directed professional development Site-based staff development Social-political Teacher appraisal Teacher leaders Transformational leadership

Authors and affiliations

  • Peter Grootenboer
    • 1
  1. 1.School of EducationGriffith UniversityGold CoastAustralia

Bibliographic information

  • DOI
  • Copyright Information Springer Nature Singapore Pte Ltd. 2018
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-13-0766-9
  • Online ISBN 978-981-13-0768-3
  • Buy this book on publisher's site