Leadership is an ill-defined domain, drowning in abstract theories
and models of expertise. School leadership suffers from this lack
of a satisfactory and useful definition of leadership, and has of
late been drawn in to generic approaches to school improvement
which have left the workforce feeling anything but `well led'. How
do we put `substance' back in to school leadership? This book draws
on the lessons of cognitive science and explores the specific
things that school leaders do, arguing for a notion of school
leadership rooted in the realities of leaders' daily experiences.
It presents a case for how school leaders can develop their
expertise and, in doing so, places domain-specific knowledge at the
heart of school improvement efforts.
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