ABSTRACT
In a world characterised by enormous change there is a perceived need for educational institutions to move from their traditional bureaucratic structures where the emphasis with regard to the educative process has tended to be placed on the management of teaching, to ones which are more flexible and responsive, and where the stress is on the promotion of learning. Concurrently, it is increasingly being argued that a form of distributed leadership is integral to achieving this outcome. One consequence of the persuasiveness of the argument is that programmes for professional learning in various parts of the world are beginning to highlight the importance of the leadership capabilities of all stakeholders within various educational institutions in order to enhance student learning. This book on leading learning was stimulated by such developments, particularly as they relate to students, teachers and the school as an organisation. A general overview of the broad directions taken in the book is now outlined in this chapter.
