ABSTRACT
This chapter draws on research literature on school change and leadership to outline the school-based conditions required for effective leadership of transformational professional learning. I argue that: leadership of professional learning means considering leadership throughout schools, not just those at the top; schools and systems need to build cultures of trust; the role of research and data needs to be cautiously considered; and leaders can and should be willing to resist policies that encourage competition and visible performance over productive collaboration and authentic growth. It additionally provides empirical data from the author’s PhD study on leadership of professional learning, and an example of what leading data-informed, differentiated professional learning can look like in a school.
