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This paper aims to explore the purpose and outline the key features of Liverpool Football Club Foundation’s County Lines (CL) programme and how principles of collaboration and co-production can be implemented to educate children at risk of entering the youth justice system.

This paper reviews the findings from a 12-week CL intervention programme in 14 secondary schools in the Liverpool City Region between 2021 and 2022. The programme was designed in collaboration with funders, partners and participants and aimed to improve knowledge of, and change attitudes towards CL and its associated harms, including knife crime and child exploitation.

Knowledge and attitude changes were measured across 12 indicators, with positive changes recorded for each indicator. Perhaps of most interest to those working in the sector was the recorded success in obtaining consistent attendance from beginning to end with very little erosion of engagement. This suggests that the content and method of delivery was successful in engaging harder to reach young people to make positive change.

To the best of the authors’ knowledge, this study is the first of its kind to examine how collaboration and co-production (two of the five principles of the Serious Violence Strategy 2018) can be implemented by a football charity and its partners to educate children in a local community on the harms of CL.

This article examines the impact of substantial mergers on systematic risk — market model beta — estimates for a sample of large UK companies. Unlike the previous US studies in the area, the paper then relates the change in beta to a measure of the extent of diversification present in the acquisition. It is found that diversifying mergers did not decrease risk and, indeed, increased it on average. Furthermore, diversifying mergers did have a significantly greater impact on risk than non‐diversifying mergers.

The purpose of this paper is to report findings from an exploratory study of New York's Children First Networks (CFNs); to examine what is known about the CFNs thus far, drawing on new empirical research, as well as document review and analysis of secondary sources.

Organizational learning theory guided this qualitative study. As such, in‐depth interviews conducted with central office staff, network leadership teams, cluster leaders, and principals focused on the flow and management of information within the networks; the ways in which stakeholders developed shared meanings; how collective intelligence was built and transmitted; and organizational responses to the early experience of the CFNs.

Findings highlight the tools and processes the NYC Department of Education (DOE) has put into place to operationalize the CFNs. Respondents identified as critical the replacement of supervisory leadership from the district with customization of services provided by the network teams to promote principal‐led reforms. Increased efficiency was noted by interviewees, but a number of challenges in the reform’s implementation also surfaced that point to the limitations of the CFNs as a capacity‐building mechanism.

As an exploratory study, this research is intended to inform larger‐scale, mixed‐methods investigations of school networks, especially those implementing reforms aimed at improving teaching and learning in schools. Research is needed into the resource exchanges between individuals and groups in networks, what differentiates high‐performing from lower‐performing networks, and how data are used to inform the evolution of network structures and practices.

This study is the first peer‐reviewed article on the evolution of New York City's Children First Networks.

Literature encompassing sustainable leadership and developing leaders sustainably are still in infancy (Lambert, 2011). Nevertheless indications identify leadership as a vital cog in achieving sustainable organisations. Sustainable leadership can allow a fast, resilient response which is competitive and appealing to all stakeholders (Avery and Bergsteiner, 2011a, b). Arguably, organisations’ need to stop considering leadership as a control function (Casserley and Critchley, 2010; Crews, 2010) and instead focus on dialogue and mutual-interdependency between leaders and their followers (Barr and Dowding, 2012). The purpose of this paper is to explore and analyse the concept of sustainable leadership to present a conceptual framework surrounding sustainable leadership.

This conceptual paper will review the existing frameworks of sustainable leadership and present a conceptualisation of the frameworks. This conceptualisation synthesises frameworks and literature surrounding the concept of sustainable leadership which involves work from Casserley and Critchley (2010), Avery and Bergsteiner (2011a, b), Hargreaves and Fink (2006), Davies (2007) and Lambert (2011). Seminal themes from the synthesised frameworks are presented in order to attempt to unify the conceptualisation of sustainable leadership.

Within leadership literature, stakeholder approaches (Groves and LaRocca, 2011; Avery and Bergsteiner, 2011a); discourses underlining the importance of relationship between leaders and followers (Barr and Dowding, 2012); and discussions about the need to develop reflexive and participative leadership models (Kopp and Martinuzzi, 2013) have become prominent. Sustainable leadership embraces all of these new components. The concept advocates organisations should shift emphasis from a traditional singular focus on finances, to a view that organisations are contributors to wider environmental and social influences (Crews, 2010; Avery and Bergsteiner, 2011a).

This paper explores the theoretical frameworks which surround sustainable leadership and will synthesise and present commonly referenced facets of the concept within the internal and external factors influencing sustainable leadership.

International educational research has shown that high quality coaching, mentoring, and induction for beginning teachers can enhance development and retention of highly effective teachers and, ultimately, increase student success. In Canada, like many jurisdictions, teacher induction programs have grown in popularity as a means to support beginning teachers, yet programs vary greatly in terms of delivery and effectiveness. This chapter presents the findings from a qualitative case study that examined one bespoke teacher induction program in the Western Québec School Board (WQSB). Specifically, it reports on the experience of mentor–coaches (MC) who are part of the school district’s Mentoring and Coaching Fellowship (MCF). In the district, mentoring and coaching are viewed as distinct, yet interconnected components of an effective induction program. In the WQSB, teaching fellows and MCs learn together in a social and situated context (Lave & Wenger, 1991) as they focus on four key elements: the practice of teaching, navigating school and district culture, what it means to be a teacher, and the formation of a teaching identity. Research has shown effective coaching and mentoring programs not only enhance teaching and learning, but also they offer powerful benefits to veteran teachers. With mentoring and coaching practice highly diverse and inconsistent depending on the quality of the relationship and the context, it is clear that effective selection, support and professional learning and development for MCs is essential. This chapter examines the strengths and challenges of the school district’s Mentor–Coach Professional Learning Network (MC PLN) from the perspective of network members. Data collected from questionnaires, focus groups and semi-structured interviews were abductively analyzed with and against Brown and Poortman’s (2018) five supporting conditions for effective PLNs. Study findings indicated that the MC PLN offers valuable professional learning and development for participants and is a critical feature in a powerful induction program that also focuses on “growing the top.” However, challenges also emerged that highlight the need for the district to ensure ongoing attention to the PLN’s structure and processes in order to sustain MC motivation, engagement, and commitment.

Educational inequities that are often systemic and the result of structural oppression persist in schools under/serving minoritized youth and communities. This chapter illustrates how professional learning networks (PLNs) and the practice of collaborative professionalism within them have served to support educators, positioned at multiple levels, in their effort to serve all children well, and especially those who are most marginalized. Collaborative professionalism emphasizes collective responsibility and student and teacher empowerment through PLNs. Further, the collaborative professionalism model incorporates elements of culture and context to ensure that collaborative efforts are responsive to the students and communities educators are purposed to partner with and serve. In this chapter, the authors highlight two such cases of collaborative professionalism through PLNs in Colombia and Ontario, Canada. These cases provide a model for how collaborative professionalism within PLNs can be utilized to enhance teaching and learning for all teachers and students across cultures and contexts, while attending explicitly to educational inequities.

In a time of rapid policy and curriculum change, teachers must be knowledge workers who continue to develop professionally. Professional learning networks (PLNs) offer teachers the opportunity to develop professionally by positioning them as inquirers into their own practice and authors and agents of situated innovation. Six examples of PLNs are introduced in this book to illustrate key attributes of PLNs that build educators’ ownership, practice, and expertise. Also highlighted is the potential of PLNs to address questions of equity, both for educators working in remote and rural communities who have limited access to professional development and other resources, and diverse learners and equity-seeking communities (e.g., Indigenous communities, non-dominant cultural groups). Scholar, practitioner, and policy audiences can benefit greatly from the PLNs described here and draw from these case studies to inform equity-oriented PLNs centering the importance of teachers, students, engagement, collaboration, and rural place in educational transformation efforts.

Bookings for the Conference at Edinburgh from 4th to 8th June promise to be heavy, and librarians and other delegates who have not yet made their bookings for accommodation are advised to lose no time in completing their arrangements, as accommodation is already tight. The Conference Programme promises well for a week of much interest, and it has been varied so that it should appeal to librarians not only in the town and county service but also in specialist libraries. The general sessions, and the more important of the Section meetings will be held in the Music Hall. Monday afternoon and evening will be devoted to the registration of delegates and to the opening of the exhibition at which publishers, booksellers and library specialists will show a wide range of their stocks and equipment. The Opening Session will be held on the morning of 5th June, under the Chairmanship of the President, Mr. James Wilkie. A welcome to the City and Royal Burgh of Edinburgh will be extended by the Rt. Hon. the Lord Provost of Edinburgh, and this will be acknowledged by the President. The award of the Carnegie Medal will be made to Mrs. E. Vipont Foulds for her story The Lark on the Wing. This will be followed by the Presidential Address, which members will look forward with particular interest to hearing, and the Association's vote of thanks will be given by Mr. Robert Butchart, Principal Librarian, Edinburgh Public Libraries. In the afternoon members are invited to a Garden Party at Lauriston Castle, by the Rt. Hon. the Lord Provost. In the evening the Annual Lecture will be given by Mr. J. Murray Watson, Editor of the Scotsman, whose subject will be “The Book and the Newspaper”, followed by votes of thanks expressed by Mr. Charles Nowell, City Librarian, Manchester, and Dr. W. King Gillies of the Edinburgh Public Libraries Sub‐Committee on Books. On Wednesday, 6th June, the morning session will be addressed by Mr. J. W. Forsyth of Ayr on “The Scottish Public Library Service”, with Mr. Wilkie in the Chair; and it is greatly hoped that the Report of the Advisory Council for Education in Scotland, dealing with the Scottish public library service, may by that date be available for consideration. The afternoon and evening will be devoted to section meetings, at which the speakers will be Mr. F. A. Sharr of Manchester, Mrs. Naomi Mitchison, Dr. L. W. Sharp, Mr. W. B. Paton of Lanarkshire County Library, Mr. W. Pearson, Ministry of Town and Country Planning, Mr. E. Hargreaves of Leeds Public Libraries, Dr. A. J. Walford, and others. On the morning of Thursday, 7th June, the Annual General Meeting will be held, to be followed by an address by Mr. W. A. Munford of Cambridge Public Libraries entitled “New World Symphony”, which will deal with aspects of the library position in the United States. In the afternoon the University and Research Section will hear a paper by Mr. W. Beattie of the National Library of Scotland entitled “An Outline of Scottish Printing”. The Annual General Meeting of the County Libraries Section will be held at the same time, to be followed by a symposium under the title of “Looking Forward” to be contributed to by Mrs. Mary G. Brown, County Librarian of the Stewartry, Miss G. Jones, Buckinghamshire County Librarian, and Mr. G. Davies, Montgomeryshire County Librarian. This symposium should be one of much interest as county library policy is still unsettled in some regards. On the morning of Friday, 8th June, there will be a general session devoted to library service to industry and this will be a symposium with contributions by the Rt. Hon. the Earl of Elgin and Kincardine on “National Problems”, by Mr. F. C. Francis, Librarian of the British Museum, on “The Scientific Bibliographical Aspect”, and by Mr. L. R. McColvin, City Librarian, Westminister, on “The Public Library Aspect”. There will also be round table discussions for those interested in special aspects: these will be held on the afternoon of the Friday. The social side has been given due attention. Reference has already been made to the Garden Party at Lauriston Castle. The Annual Dinner of the Library Association will be held on the evening of Thursday, 7th June, under the Chairmanship of the President, and the Toast List is an attractive one, including Ald. Robertson, Chairman of St. Pancras Public Libraries, who will propose the Toast of the City and Royal Burgh of Edinburgh, to be responded to by the Rt. Hon. the Lord Provost. Other speakers will include Sir Alexander Gray, Miss J. A. Downton, Chief Librarian, Preston, and Mr. Eric Linklater. From this record it will be gathered that the members are going to be kept as busy as possible at the sessions; but the social occasions arranged for will provide opportunities for relaxation, and it may be that a large number of the delegates will want to avail themselves of the arrangements being carried through in connexion with the Festival, and to see shows and to visit the libraries and art galleries which in range are not equalled by any other city in Great Britain, apart from London. Had times been normal, the Association might have looked forward to having a large number of foreign delegates in attendance, as there are many of our colleagues across the world who may yet remember the banner year of 1927 when Edinburgh drew the library limelight of the world to the Conference scene.