Chapter 1: The Impact Of Context: A Comparative Analysis of School Leader Preparation in England and the US

School leadership has become a priority in education policy agendas internationally as it plays a key role in improving school outcomes by influencing the motivations and capacities of teachers, as well as the school climate and environment (Bush, 2004; Fullan, 1993; Hallinger, 2003; Hargreaves, 2010, 2011; Levine, 2005; Manna, 2015; OECD, 2011; Pont, Nusche, & Hopkins, 2008). As countries seek to adapt their education systems to the diverse needs of contemporary society, expectations for schools and school leaders are changing. This can create a dynamic or turbulent environment depending on your viewpoint. In England, for example, the government has mandated that all maintained schools convert or be in the process of conversion to academy status by 2022 (DfE, 2016) thereby eliminating the current situation in the United States (US) where two parallel school systems (traditional public schools/charter schools) run side by fractious side. The English move to full school autonomy via school based management and decision making, can be found in an increasing number of European countries (Bush, 2016; Levine, 2005; OECD, 2011; Pont, Nusche, & Hopkins, 2008).