This paper presents a research-based model of leadership for learning. It offers the argument that the field has made substantial progress over the past 30 years in identifying ways in which leadership contributes to learning and school improvement. Six specific approaches that principals must attend to in leading for learning are presented: values and beliefs, vision and goals, leadership focus, capacity building, contexts for leadership, sharing leadership. Evidence is employed from several recent empirical studies to support this premise. While the author argues that progress has been made, limitations especially with respect to linking leadership practice to different contexts are noted. Copyright © 2010 The Author.
|Publication status||Published - Mar 2010|