Call for Editor
Leadership and Policy in Schools
About the Role
Leadership and Policy in Schools is seeking a new Editor with an academic background in Educational leadership and policy or a related field.
Taylor & Francis will provide training on systems and publishing ethics, support and advice on editor responsibilities and development plans, and regular updates on the Journal’s metrics. Routledge, Taylor & Francis will pay the Editor an annual honorarium to support work on the Journal. The role will formally begin Spring 2022.
Key responsibilities include:
1. Providing a clear mission and vision for the direction of the journal
2. Supervising a double anonymous peer review process and adhering to COPE Publication Ethics
3. Establishing and maintaining a reputable review board
4. Promoting the journal within the community as well as at conferences
Here are the skills and attributes we look for in a successful candidate:
1. A wide publishing background, including quantitative, qualitative, and mixed-methods research standards
2. Active in the Educational Leadership and Policy community with strong networks
3. Strong organizational and time management skills
4. Excellent communication skills and the ability to foster positive working relationships
Submitting Your Application
To apply for the role, please email a CV and letter of interest to [[email protected]].
Your letter of intent should be no longer than two pages and should cover your understanding of the field's future, how you would collaborate with the editorial board and how you would increase and maintain the quality of submissions.
Leadership and Policy in Schools aims to provide a high-quality forum for educational researchers, practitioners and policymakers to publish analyses and research about how school leaders and educational policies utilize fiscal, material, and human resources to bring about change in education and effectiveness in schools.
The scope of the journal will encompass studies about leadership and policy in primary and secondary education, as well as in tertiary education, where appropriate. Studies that utilize the school-site as their primary unit of analysis are of particular interest. Such studies will include schools from diverse contexts in both the public and private sectors.