Foreword by Philip Hallinger Foreword by John Malloy Preface Acknowledgments About the Author Chapter 1. The Leading Student Achievement: Networks for Learning Project (LSA) The Context The Contributions of Leadership to Student Learning A Brief History of the Leading Student Achievement Project A Summary of LSA's Priorities for Improvement Chapter 2. Evidence Used by LSA to Learn Its Way Forward Phase 1: Comprehensive Assessment of Project Implementation and Outcomes Phase 2: Targeting a Small Number of Key Priorities Conclusion Chapter 3. Building on a Shared Understanding of Effective School Leadership Successful Leadership Practices Personal Leadership Resources Conclusion Chapter 4. LSA's Approach to Leadership Development LSA's Initial Vision and Framework Complementary Perspectives on LSA's Functions LSA's Formal Professional Development Program Conclusion Chapter 5. Collaborative Inquiry The Evolution of LSA's Approach to Collaborative Inquiry Conclusion Chapter 6. Key Learning Conditions: A Subject for Collaborative Inquiry Key Learning Conditions Initial Justification for Five Key Learning Conditions LSA's Own Evidence About Key Learning Conditions Conclusion Chapter 7. LSA's Theory of Action and How It Was Developed How LSA's Theory of Action Was Developed The Four Paths Theory of Action Empirical Test of the Four Paths Theory of Action Conclusion Chapter 8. Knowledge Building/Knowledge Creation: Education for a Knowledge Society The Motivation for Adopting Knowledge Building Knowledge Building Creating Interest in Knowledge Building and the Capacity for Implementation The First Year of Knowledge-Building Implementation The Second Year of Knowledge-Building Implementation Conclusion Chapter 9. Creating Useful Knowledge About Leadership Networks: Taking It to the Next Level Fundamental Assumptions About Learning in Networks LSA's Research About the Characteristics of Effective Leadership Networks Conclusion Chapter 10. Insights About Leading Large-Scale Leadership Development Projects Four Practical Challenges in Sustaining LSA One Large Technical Challenge: Assessing the Project's Impact on Students Eleven Lessons About Effective Project Leadership Conclusion References Index
It considers how to make effective use of good evidence to build, refine and adapt leadership development initiatives so they contribute to growth in powerful forms of leadership and those conditions in schools that matter most to students.
Dr. Leithwood is Emeritus Professor at OISE/University of Toronto. His research and writing is about school leadership, educational policy and organizational change. He has published extensively on these topics. For example, he is the senior editor of both the first and second International Handbooks on Educational Leadership and Administration (Kluwer Publishers, 1996, 2003). His most recent books include How School Leaders Contribute to Student Success (2017, Springer), Linking Leadership to Student Learning (2012, Jossey Bass), Leading School Turnaround (2010, Jossey Bass), Distributed leadership: The state of the evidence (2009, Routledge), Leading with Teachers' Emotions in Mind (2008, Corwin), Making Schools Smarter (Corwin, 3rd edition, 2006) and Teaching for Deep Understanding (Corwin, 2006). Among his awards, Professor Leithwood is the inaugural recipient of the University of Toronto's Impact on Public Policy award, AERA (Division A) 2011 Outstanding Leadership Researcher Award, the 2012 Roald F. Campbell Lifetime Achievement Award from the University Council for Educational Administration and the Ontario Principal Councils' Outstanding Contributions to Education Award for 2016. He is a Fellow of the Royal Society of Canada. With colleagues, he has completed one of the largest studies of its kind about how state, district and school-level leadership influences student learning.