Abstract
While leadership is usually a dispersed activity within schools, it is associated traditionally with headship. The role of headship has changed from a relatively benign first among equals to being the focus of accountability some way down the leadership pyramid in the English school system. This paper explores the challenges for head teachers at present and the styles of leadership that have evolved. It also proposes a way in which leadership of schooling can be rooted once more in the development and improvement of teaching and learning.The reference background for the paper comes from academic research, some of which provided the basis for ‘About Our Schools: Improving on Previous Best’1, as well as pragmatic research due to a regular presence in classrooms and schools.The article is intended to dovetail with the parallel piece in this journal by Tim Brighouse.
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