ABSTRACT
Pedagogical leadership can empower learners to "design their own representations of knowledge rather than absorbing representations preconceived by others; that it can be used to support the deep reflective thinking that is necessary for meaningful learning; and that it enables mindful and challenging learning". This chapter articulates a series of reflective questions, prompts and activities to help the reader understand the personal, interpersonal and organizational consequences of their actions. It focuses on educational leaders' ability to influence the pedagogical dynamics of a school through formal and informal means. The chapter emphasizes skills that include observation and feedback, curriculum alignment and audits, assessing discrete, standardized, developing content knowledge, and norm-referenced assessments. Leadership educators should, therefore, practice transparent teaching practices and embrace their own learning within the process. It is important for practitioners to model the type of leadership that is being taught.
