ABSTRACT
Developing domain-specific or specialist knowledge is at the heart of effective school leadership.
Specialist knowledge falls into two main categories: transcending knowledge, that is posited as “absolute” and exists in the abstract, beyond a specific context, and contextual knowledge that is tied to a specific context.
We must build our knowledge in all relevant fields of transcending and contextual knowledge, in order to have the best chance of shaping our staff culture to manifest the 12 characteristics.
We must be clear on what we are (tentatively) against as well as for – the discourse is not quality assured and competing claims and approaches abound.
Questions for personal reflection and/or group discussion.
