Abstract
The International Successful School Principalship Project (ISSPP) has been actively conducting research about the work of successful principals since 2001. Findings from four project books and eight models derived from this project are synthesised into a model of successful school leadership. Building on Gurr, Drysdale and Mulford’s earlier model, the work of school leaders is described as engaging within the school context to influence student and school outcomes through interventions in teaching and learning, school capacity building, and the wider context. The qualities a leader brings to their role, a portfolio approach to using leadership ideas, constructing networks, collaborations and partnerships, and utilising accountability and evaluation for evidence-informed improvement, are important additional elements. The model is applicable to all in leadership roles in schools.
Highlights
The International Successful School Principalship Project (ISSPP) has been actively conducting research about the work of successful principals since its initiation in 2001
The eleven themes from this chapter provide a convenient way to synthesize the results of the whole the project about the nature of successful principal leadership
ISSPP results consistently highlight the high expectations of successful principals
Summary
The International Successful School Principalship Project (ISSPP) has been actively conducting research about the work of successful principals since its initiation in 2001. Stimulated by the results of an earlier study [1], Day wanted to explore on a large scale the characteristics and practices of principals leading successful schools, and so assembled a group comprising of researchers from seven countries: Australia, Canada, China, Denmark, England, Norway, and Sweden. This group agreed to conduct multiple-perspective case studies focused on the leadership of principals in successful schools. The paper is an unapologetically ISSPP self-referential paper which aims to help readers unfamiliar with this project to navigate their way through what has been described by Brian Caldwell [10], in the forward to the fourth book, as “the most comprehensive and coherent international comparative study of the principalship ever undertaken” (p. xxi)
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