Knowledge and the Leadership of Learning

Abstract

This empirical study of the practice of five elementary school principals whose student achievement gains were three times the expected rate of progress redefines some capabilities identified in the literature as central to leadership for learning. These principals were a source of knowledge about teaching and learning and assisted their teachers to translate this knowledge into practice. Relationships with staff were underpinned by this knowledge and were both respectful and evaluative of the effectiveness of teaching. High expectations of students were extended to include teachers and themselves to provide the kinds of learning environments in which all students could learn.

Acknowledgments

I wish to acknowledge the commitment the participating principals brought to their leadership roles and their willingness to be involved in this study. I also acknowledge the funding for this project by the New Zealand Ministry of Education and Learning Media Ltd., although the views expressed are those of the author and not necessarily of members of these organizations.