依據本文第三頁所述，成功的學校領導可以歸納為以下五個主張：
一、領導能力對學生的學習已有顯著影響，其次是影響課程的品質和教師的教學。
二、校長發揮領導能力，憑藉著不同領導能力的『模式』，包括轉型、教學、道德或參與式領導等，其重要的是對抗社會潛規則的領導能力。
三、領導者運用領導的知識論為基礎，才能合乎他的價值性與合認知性。
成功的領導在所有的設置和組織，依他們設定的方向，帶領組織與成員一同朝願景目標發展，目標包括領導實踐的行動要旨和激勵他人具有未來的遠見。而訂定方向需掌握以下六項原則
1、確定和闡明一個願景
2、創建共享的意義
3、創建高性能的期望
4、培養群體共識的目標
5、監控組織績效
6、溝通。
心得分享：
學校組織成員較為複雜，是屬於雙系統組織，校長之工作特性異於一般企業領導人，其工作充滿許多例行工作，也常被突如其來的工作打斷，校長被要求的認知與情感層面就極為複雜，與內外環境之關係也存有高度的不確定性，校長領導角色被祈以成為堅強的教學領導者、成為建構學校文化者及成為賦權與增能者等領導角色，如此，才能創建一定之績效。
Scratch the surface of an excellent school and you are likely to find an excellent principal. Peer into a failing school and you will find weak leadership. That, at least, is the conventional wisdom. Leaders are
thought to be essential for high-quality education. But is this indeed true— and if so, exactly how does leadership work? Amidst the seeming certainty that leadership matters, there is much that we
do not yet understand about effective educational leadership. However, the knowledge base about leadership is constantly growing. In this brief, we present a summary of key, well-documented understandings about leadership at the school level. This knowledge can be used with confidence to guide
leadership practice, policy, and research. It can help address concerns about school leaders’ preparation and performance. It also can provide a good starting point for dialogue with diverse audiences about the future of educational leadership.
WHY THE RENEWED EMPHASIS ON EDUCATIONAL LEADERSHIP? OUTCOMES ARE CRUCIAL
Local, state, and federal achievement standards for ambitious learning for all children have changed the landscape of educational accountability. Pressure is on actors at all levels, from students themselves to teachers, principals, and superintendents. In these times of heightened concern for student learning, school
leaders are being held accountable for how well teachers teach and how much students learn.
THE ENVIRONMENT ISMORE COMPLEX
Educational leaders must guide their schools through the challenges posed by an increasingly complex environment. Curriculum standards, achievement benchmarks, programmatic requirements, and other policy directives from many sources generate complicated and unpredictable requirements for schools. Principals must respond to increasing diversity in student characteristics, including cultural background and immigration status, income disparities, physical and mental disabilities, and variation in learning capacities. They must manage new collaborations with other social agencies that serve children. Rapid developments in technologies for teaching and communication require adjustments in the internal workings of schools. These are just a few of the conditions that make schooling more challenging and leadership more essential.
RESEARCH AND BELIEFS STRESS THE IMPORTANCE OF LEADERSHIP
A growing body of research evidence documents the effects of leadership. Moreover, anecdotal and popular accounts from business and other ventures tout the value of leadership. Some observers argue that this fascination with leadership merely reflects a general human desire to be in control of one’s situation. Others say that while the impact of good leadership may be difficult to determine, the effects of poor leadership are easy to see. In any case, fascination with leadership abounds.
WHAT IS LEADERSHIP?
Like other complex human activities, leadership is difficult to pin down. It might even be unwise to narrow it unnecessarily. Nonetheless, a working definition can provide a useful frame of reference. At the core of most definitions of leadership are two functions: providing direction and exercising influence. Leaders mobilize and work with others to achieve shared goals. This definition has several important implications:
1. Leaders do not merely impose goals on followers, but work with others to create a shared sense of purpose and direction. In public education, the ends are increasingly centered on student learning, including both the development of academic knowledge and skills and the learning of important values and dispositions.
2. Leaders primarily work through and with other people. They also help to establish the conditions that enable others to be effective. Thus, leadership effects on school goals are indirect as well as direct.
3. Leadership is a function more than a role. Although leadership is often invested in—or expected of—persons in positions of formal authority, leadership encompasses a set of functions that may be performed by many different persons in different roles throughout a school.
In sum, school leaders are those persons, occupying various roles in the school, who provide direction and exert influence in order to achieve the school’s goals. Formal leaders—those persons in formal positions of authority—are genuine leaders only to the extent that they fulfill these functions. Leadership functions can be carried out in many different ways, depending on the individual leader, the context, and the nature of the goals being pursued.
RESEARCH-BASED CONCLUSIONS ABOUT SUCCESSFUL SCHOOL LEADERSHIP
Major findings from research on school leadership can be summarized in the following five claims.
1. Leadership has significant effects on student learning, second only to the effects of the quality of curriculum and teachers’ instruction.
To learn well, students need access to high-quality instruction and a well-crafted
curriculum. After that, they benefit most of all from the positive effects of strong school leadership.
Case studies of exceptional schools, especially those that succeed beyond expectations, provide detailed portraits of leadership. These studies indicate that school leaders influence learning primarily by galvanizing effort around ambitious goals and by establishing conditions that support teachers and that help students succeed.
Large-scale quantitative studies of schooling conclude that the effects of leadership on student learning are small but educationally significant. Although leadership explains only about three to five percent of the variation in student learning across schools, this effect is actually nearly one-quarter of the total effect of all school factors. In these studies, as in case studies, leadership effects appear to be mostly indirect. That is, leaders influence student learning by helping to promote vision and goals, and by ensuring that resources and
processes are in place to enable teachers to teach well.
2. Currently, administrators and teacher leaders provide most of the leadership in schools, but other potential sources of leadership exist.
Much research focuses on the formal leadership of school principals. This research finds that principals exert leadership through constellations of actions that coalesce around different “models” of leadership, including
transformational, instructional, moral, or participative leadership.
A growing body of research examines the leadership practices of teachers, either as informal leaders without a formal leadership role, or as formal leaders in roles such as department head, coordinator of a special program, or teacher mentor. While empirical evidence is limited, research suggests that teacher leaders can
help other teachers to embrace goals, to understand the changes that are needed to strengthen teaching and learning, and to work together towards improvement.
As flatter, team-based, more organic structures begin to predominate over hierarchical structures in schools, especially through site-based management initiatives, more attention is being paid to the kinds of leadership that can be distributed across many roles and functions in the school. In addition to teachers and administrators, parents and students are important potential sources of leadership.
3. A core set of leadership practices form the “basics” of successful leadership and are valuable in almost all educational contexts.
Three broad categories of practices have been identified as important for leadership success in almost all settings and organizations. They are setting directions, developing people, and developing the organization. Each category encompasses more specific competencies, orientations, and considerations.
Setting DirectionsThis dimension of leadership practice includes actions aimed at developing goals for schooling and inspiring others with a vision of the future.
(1). Identifying and articulating a vision. Effective educational leaders help their schools to develop or endorse visions that embody the best thinking about teaching and learning. School leaders inspire others to reach for
ambitious goals.
(2). Creating shared meanings. Because people usually base their actions on how they understand things, educational leaders help to create shared meanings and understandings to support the school’s vision. School legitimacy and effectiveness are enhanced when both internal members and the broader community share clear understandings about students, learning, and schooling.
(3). Creating high performance expectations. Effective leaders convey their expectations for quality and high performance. They help others see the challenging nature of the goals being pursued. They sharpen perceptions of the gap between what the school aspires to and what is presently being accomplished. Effective expressions of high expectations help people see that what is being expected is in fact possible.
(4). Fostering the acceptance of group goals. Effective educational leaders promote cooperation and assist others to work together toward common goals. In the past, teachers have often worked under conditions of relative autonomy, but new models of schools as professional learning communities emphasize the importance of shared goals and effort.
(5). Monitoring organizational performance. Effective school leaders assess how well the school is performing along multiple indicators and use that information as goals are developed and reviewed. This requires astute skills for gathering and interpreting information, as well as a tradition of inquiry and reflection. Successful school leaders ask critical and constructive questions, emphasize the use of systematic evidence, and encourage careful monitoring of both teaching and pupil progress.
(6). Communicating. Skillful leaders focus attention on key aspects of the school’s vision and communicate the vision clearly and convincingly. They invite interchange with multiple stakeholders through participatory
communication strategies. They frame issues in ways that will lead to productive discourse and decision making.
研究性結論有關成功的學校領導研究的主要發現是來自學校領導可以歸納為以下五個主張。
1、領導能力對學生的學習已有顯著影響，其次是影響課程的品質和教師的教學。
1、領導能力對學生的學習已有顯著影響，其次是影響課程的品質和教師的教學。
為了學習效能，學生需要獲得高品質的教學和良好的課程編制。在這之後，他們都來自最受益的強而有力的學校領導的正向積極效能。優質學校的個案研究，尤其是那些在期望之外的事蹟，提供詳細的領導圖像。這些研究表明，學校領導者的影響力主要激起各地努力學習及朝偉大卓越的目標和營造支持教師和幫助學生成功的有力條件。
大規模定量研究的結論是學校教育的領導者對學生的學習影響雖小，但在教育上具有重要意義。雖然領導能力只能解釋約三至百分之五的變異，但在學生學習上，這種效應實際上是學校所有總效應因素的近四分之一。在這些研究中，如案例研究，領導的效果大多似乎是間接的。也就是說，領導者的影響，是在幫助學生學習，促進教育理想和目標，並確保教育資源和過程到位，讓教師把學生教好。
二、目前，在學校裡行政管理人員和校長提供多數的領導能力，除其他領導能力存在的潛在來源。
大部分研究主要集中在學校校長的正式領導能力。本研究發現，校長發揮領導能力，憑藉著領導行為的群聚，圍繞著不同領導能力的『模式』，包括轉型、教學、道德或參與式領導。
一個越來越多的研究探討了教師領導能力的實踐，無論是作為沒有正式領導角色的非正式的領導者，或者作為正式領袖者角色，如部門主管，協調的一個特別專案，或教師同仁的良師益友。其經驗證據是有限的，研究顯示，教師領導者可以幫助其他教師接受的目標、了解變化，都需要加強教學和學習，並共同努力爭取改善。作為扁平化、團隊的基礎，在學校裡更多的組織結構開始主導分層的結構，特別是通過以網站為基礎的管理措施，更關注的是被支付給領導角色的種類可以分佈在許多角色和學校的功能。 除了教師和行政人員，家長和學生都是重要的潛在來源的領導。
三、一個核心的領導角色的做法形成了『基礎知識』的成功領導且幾乎在所有的教育環境裡是有價值的。
三大類別的做法已被確定為重要的，成功的領導在幾乎所有的設置和組織。他們設定的方向，人類的發展，組織的發展。每個類別包含更具體的能力，方向，和注意事項。
設定方向
設定方向
這方面包括領導實踐的發展目標的行動旨在為教育和激勵他人具有未來的遠見。
1、 確定和闡明一個願景
學校領導者用以激勵別人達到雄心勃勃的目標，可幫助學校制定或認可的願景是對教學和學習最好的思想體現。
2、 創建共享的意義
因為人們通常基地，他們的行動就如何認識事物，教育領導人的幫助來創建共享的意義和理解，支持學校的願景。 學校的合法性和有效性後，提高內部成員和廣大社會人士都有明確的認識有關學生，學習和教育。
3、 創建高性能的期望
有效的領導者傳達他們對質量和性能的很高期望。他們幫助別人看到所追求的目標的挑戰性。他們增強認知學校之間渴望什麼以及什麼是目前正在完成的差距，有效表達的高度期望幫助人們看到的是什麼預期，其實是可能的。
4、培養群體共識的目標
4、培養群體共識的目標
有效的教育領導人促進合作並協助其他國家共同努力，朝著共同的目標。 在過去，老師們常常工作條件下的相對自主權，但新的模式，學校的專業學習社群的重要性，強調共同目標和努力。
5、監控組織績效
評估如何有效的學校領導以及學校正在執行一起多項指標，並使用該信息為目標的制定和審查。 這需要敏銳的技能，收集和解釋信息，以及傳統的調查與思考。 成功的學校領導和有建設性的問題提出批評，強調用系統的證據，仔細監測並鼓勵教學和學生的進步。
6、溝通
6、溝通
巧的領導人把注意力集中在關鍵方面的學校的願景和溝通清楚而令人信服的願景。 他們邀請轉乘多方利益相關者通過參與溝通策略。 它們界定問題的方式，這將導致生產力的論述和決策。
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