“Leadership is ineffective if it isn’t guided by a commitment to improvement,” said José Weinstein, director of the Center for Educational Leadership Development (Cedle). He immediately added, “School improvement cannot happen without leadership.”
He made the statement during thepresentation of the book *Improvement and Leadership in Schools: Eleven Perspectives*, which he edited together with Gonzalo Muñoz—director of the Master’s Program in Educational Leadership and Management at the School of Education at Diego Portales University.
The authors’ goal was to provide an overview of the current state of educational leadership at the international level, as well as to offer insights and tools to school administrators for educational improvement. For this reason, they gave priority to articles by foreign researchers.
The publication includes 11 articles by 17 authors from nine different countries, including Germany, the United States, Chile, Uruguay, and Singapore. has from renowned experts in the field, such as Michael Fullan, David Hopkins, and Alma Harris.
“School Leaders and Teacher Learning Communities: A Field in the Making”is the title of Dr. Denise Vaillant’s chapter. The academic secretary of the Institute of Education at Universidad ORT Uruguay the importance of having spaces that foster learning and collaboration among teachers, given the limited opportunities typically offered by schools.
School Improvement and Leadership: Eleven Perspectives is the second book in CEDLE’s Educational Leadership series. On the occasion of the launch of the first book, titled Educational Leadership in Schools: Nine Perspectives, Vaillant reflected on innovation, the role of the principal, and teacher professional development in Latin America.