ABSTRACT
In the many conference presentations of the Leadership for Learning Project we were challenged, particularly from American and British audiences and others steeped in the school effectiveness tradition, as to the outcomes of the project. Our response was always to question the equating of ‘outcomes’ with measures of student attainment which we regard as weak proxies for the real work of schools. As mentioned in Chapter 5, to try and measure or compare student attainment over a three-year period in eight country sites would have been a distraction and have produced, at best, highly ambiguous data. We saw the potential to affect policy and practice and to build capacity for leading learning at school and inter-school level as outcomes worth pursuing.
