ABSTRACT
How shall leaders and managers of schools and school systems go about their work as change proceeds at the dawn of the third millennium?
In The Self-Managing School (Caldwell and Spinks, 1988) the focus was on management, with an annual cycle of goal-setting, policy-making, planning, budgeting, implementing (learning and teaching and the support of learning and teaching) and evaluation. Leadership was addressed to the extent that this management cycle was one means by which a shared vision for the school could be given expression, and the formation of that vision was seen as an important responsibility of leaders.
