ABSTRACT
The literature on ‘effective’ schooling and school improvement affords a prominent place to the development of effective teaching and school leadership in its accounts of the various factors which combine to make up an effective school. In this chapter we will explore the mechanisms through which the account of effective teaching and school leadership have been defined and shaped by the body responsible for teacher education in England-the Teacher Training Agency (TTA). Throughout our chapter we will draw on our recent ESRC funded research project, The Policy Context and Impact of the Teacher Training Agency (Mahony and Hextall, 1997a).
