School leadership policies are key to improving the quality of teaching and learning, which impacts student achievement and well being. While the development of principals remains a core component of leadership training, this report focuses on the under-explored area of how to develop leadership for learning capabilities across a broader range of educators – both those in formal leadership positions and teachers. We present existing empirical evidence on the impact of leadership on student outcomes, the need to better develop leadership for learning and the emerging global activity in leadership development to underline our claim that leadership policy is worthy of additional focus and investment. We then draw on existing research and cases to propose how a jurisdiction might design a systemic strategy for developing leadership capability, focusing on the key questions of who to develop, what capabilities to develop, and how to design effective development.
This report has been reviewed by:
- Peter Gronn, Emeritus professor, University of Cambridge
- Anthony Mackay, CEO, Centre for Strategic Education, Melbourne
