School leadership positively influences student learning. Whilst scholars have highlighted this influence, they also lament the challenges that reduce the impact of leadership on learning in schools. Further, scholars note that whilst a plethora of leadership conceptions abound, often only superficial or traditional conceptions based on those holding leadership positions are evident in schools. This article explores a conception of Leadership for Learning (LfL) as a liberating process where whole school communities actively engage in purposeful interactions that nurture relationships focused on improving learning. Here community is defined as a relational and learning focused activity, involving anyone who has the potential to positively influence learning at the school. This article presents a scaffold that defines, characterises and directs leadership 'interactions' to advance leadership practice beyond traditional position-based conceptions in order to improve student learning in schools.
|Number of pages||15|
|Journal||Leading and managing|
|Publication status||Published - 2012|