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Abstract

Over the past half century, school leadership in the US has undergone a major paradigm shift, changing focus from exclusively managerial (hiring teachers and ensuring school buses run on time) to instructional leadership (leading student learning with the subject matter and pedagogical knowledge). Since at least the beginning of the standards movement in US education, that student learning has been the central responsibility of the school principal. This chapter explores federal- (Every Student Succeeds Act of 2015), state- (ESSA implementation plans), and district-level (principal evaluation standards) conceptions of school leadership and ultimately argues that while many practitioner and policy organizations in the US are promoting ideas associated with Leadership for Learning as new foci for school leaders, our nation’s overall conception of school leadership remains rooted in more traditional forms of instructional leadership.

The leadership issue of our time is how human communities productively confront complex systemic issues where hierarchical authority is inadequate.

Peter Senge, Carnegie Foundation Summit on Improvement Science, 2017

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Imig, D., Holden, S., Placek, D. (2019). Leadership for Learning in the US. In: Townsend, T. (eds) Instructional Leadership and Leadership for Learning in Schools. Palgrave Studies on Leadership and Learning in Teacher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-23736-3_5

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  • DOI: https://doi.org/10.1007/978-3-030-23736-3_5

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