School leaders are under considerable pressure to demonstrate the contribution of their work to school improvement - this review addresses what successful school leadership looks like in a variety of contexts.
The evidence examined by this review indicates that effective school leadership is important but, in isolation, is not a sufficient condition for successful schools.
The review draws particular attention to two concepts of leadership: instructional and transformational. While there is evidence that instructional leadership has been shown to be important for promoting better academic outcomes for students, it is concluded that the two forms of leadership are not mutually exclusive. A combination of strategies can be most beneficial in ensuring school success.
School leaders have a key role to play in setting direction, creating a positive school culture, and supporting and enhancing staff motivation and commitment needed to foster improvement and promote success for schools in challenging circumstances.
The review was carried out by researchers from Nottingham University and Oxford University and was originally published in 2014.
School leaders are under considerable pressure to demonstrate the contribution of their work to school improvement - this review addresses what successful school leadership looks like in a variety of contexts.Download now
This edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.