Developing instructional leadership

A lasting legacy of the effective schools movement has been the institutionalization of the term “instructional leadership” into the global vocabulary of educational leadership and management. Interest in instructional leadership which arose in the 1980s in the United States has reincarnated in a global phenomenon during the first decade of the twenty-first century in the form of “leadership for learning.” This chapter elaborates on the predominant model in use and reports on empirical evidence about its effects on teaching and learning. Finally, the chapter reflects on the nature of the transformation of instructional leadership in its reincarnated form of “leadership for learning.” Copyright © 2010 Springer Science+Business Media B.V..