Successful school leadership - ed
Review by Christopher Day and Pamela Sammons
Successful
school leadership
SUCCESSFUL SCHOOL LEADERSHIP
Successful
school leadership
Education Development Trust Highbridge House, 16¨C18 Duke Street, Reading, Berkshire RG1 4RU
T +44 (0) 118 902 1000 E enquiries@ W
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SUCCESSFUL SCHOOL LEADERSHIP
? COPYRIGHT EDUCATION DEVELOPMENT TRUST 2016. THE VIEWS AND OPINIONS EXPRESSED IN THIS PUBLICATION
ARE THOSE OF THE AUTHORS AND DO NOT NECESSARILY REPRESENT THE VIEWS OF EDUCATION DEVELOPMENT TRUST.
REPRINT OF 2014 REPORT
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978-1-909437-76-0
SUCCESSFUL SCHOOL LEADERSHIP
Contents
Education Development Trust
4
Combining transformational and
pedagogical/instructional leadership
45
School improvement: international reviews
of best practice
5
School development phases
47
Executive summary
7
The layering of leadership strategies
48
Introduction
8
Distributed leadership
51
Defining leadership
11
The effects of distributed leadership
52
Doing things right
12
Leadership trust
54
Example of definitions of the role of school
leaders in England and links with policy
context
13
Enhancing staff motivation and
commitment
57
Models of leadership that promote
successful schools
17
Conclusions
61
Transformational leadership
18
Pedagogical/instructional leadership
20
References
62
Research findings on effective and
successful leadership in English schools
25
International research perspectives
31
Leadership values: ethical/moral leadership
35
New research knowledge about how
leaders succeed in different contexts
39
Question 1: What is it about headteacher
leadership in schools in the IMPACT study
which enabled the school¡¯s effectiveness
to increase or be sustained over several
years in terms of student outcomes?
39
Question 2: How did headteachers in the
IMPACT study contribute to sustained school
effectiveness?
40
Question 3: What are the differences in the
IMPACT study between headteachers in
different experience phases, different school
sectors, different socio-economic contexts
and in schools in different improvement
trajectories?
41
Question 4: Are there identifiable sequences
or patterns of actions taken by incoming
headteachers in the IMPACT study?
43
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