ABSTRACT
How schools work and how they are led are subject to multiple and constantly shifting influences. Although these influences once centered mostly on localized concerns, a broader, more international context has come into play over the last 20 years. Adopting an international perspective is now considered important whether framing research, debating policy, or navigating problems of practice. This appears true across most if not all fields of education, including educational leadership and school leader development (e.g., Huber, 2010; Slater, 2011; Walker & Hallinger, 2013).
