Dr. Leithwood is Emeritus Professor at OISE/University of Toronto. His research and writing is about school leadership, educational policy and organizational change. He has published extensively on these topics. For example, he is the senior editor of both the first and second International Handbooks on Educational Leadership and Administration (Kluwer Publishers, 1996, 2003). His most recent books include How School Leaders Contribute to Student Success (2017, Springer), Linking Leadership to Student Learning (2012, Jossey Bass), Leading School Turnaround (2010, Jossey Bass), Distributed leadership: The state of the evidence (2009, Routledge), Leading with Teachers’ Emotions in Mind (2008, Corwin), Making Schools Smarter (Corwin, 3rd edition, 2006) and Teaching for Deep Understanding (Corwin, 2006). Among his awards, Professor Leithwood is the inaugural recipient of the University of Toronto’s Impact on Public Policy award, AERA (Division A) 2011 Outstanding Leadership Researcher Award, the 2012 Roald F.  Campbell Lifetime Achievement Award from the University Council for Educational Administration and the Ontario Principal Councils’ Outstanding Contributions to Education Award for 2016. He is a Fellow of the Royal Society of Canada. With colleagues, he has completed one of the largest studies of its kind about how state, district and school-level leadership influences student learning.

There is no doubt that this book identifies a plethora of strategies that will move the field forward.  This is a project that has been implemented within a large number of schools/across a large number of leaders….and has been continually evaluated.  The strength is that it is not an "opinion" piece wherein an author references the work of others and then suggests what "might" be effective, but this is work that has been implemented, and is showing promising results.

• Foreword by Philip HallingerForeword by John MalloyPrefaceAcknowledgmentsAbout the AuthorChapter 1. The Leading Student Achievement: Networks for Learning Project (LSA)The ContextThe Contributions of Leadership to Student LearningA Brief History of the Leading Student Achievement ProjectA Summary of LSA’s Priorities for ImprovementChapter 2. Evidence Used by LSA to Learn Its Way ForwardPhase 1: Comprehensive Assessment of Project Implementation and OutcomesPhase 2: Targeting a Small Number of Key PrioritiesConclusionChapter 3. Building on a Shared Understanding of Effective School LeadershipSuccessful Leadership PracticesPersonal Leadership ResourcesConclusionChapter 4. LSA’s Approach to Leadership DevelopmentLSA’s Initial Vision and FrameworkComplementary Perspectives on LSA’s FunctionsLSA’s Formal Professional Development ProgramConclusionChapter 5. Collaborative InquiryThe Evolution of LSA’s Approach to Collaborative InquiryConclusionChapter 6. Key Learning Conditions: A Subject for Collaborative InquiryKey Learning ConditionsInitial Justification for Five Key Learning ConditionsLSA’s Own Evidence About Key Learning ConditionsConclusionChapter 7. LSA’s Theory of Action and How It Was DevelopedHow LSA’s Theory of Action Was DevelopedThe Four Paths Theory of ActionEmpirical Test of the Four Paths Theory of ActionConclusionChapter 8. Knowledge Building/Knowledge Creation: Education for a Knowledge SocietyThe Motivation for Adopting Knowledge BuildingKnowledge BuildingCreating Interest in Knowledge Building and the Capacity for ImplementationThe First Year of Knowledge-Building ImplementationThe Second Year of Knowledge-Building ImplementationConclusionChapter 9. Creating Useful Knowledge About Leadership Networks: Taking It to the Next LevelFundamental Assumptions About Learning in NetworksLSA’s Research About the Characteristics of Effective Leadership NetworksConclusionChapter 10. Insights About Leading Large-Scale Leadership Development ProjectsFour Practical Challenges in Sustaining LSAOne Large Technical Challenge: Assessing the Project’s Impact on StudentsEleven Lessons About Effective Project LeadershipConclusionReferencesIndex

Dr. Leithwood is Emeritus Professor at OISE/University of Toronto. His research and writing is about school leadership, educational policy and organizational change. He has published extensively on these topics. For example, he is the senior editor of both the first and second International Handbooks on Educational Leadership and Administration (Kluwer Publishers, 1996, 2003). His most recent books include How School Leaders Contribute to Student Success (2017, Springer), Linking Leadership to Student Learning (2012, Jossey Bass), Leading School Turnaround (2010, Jossey Bass), Distributed leadership: The state of the evidence (2009, Routledge), Leading with Teachers’ Emotions in Mind (2008, Corwin), Making Schools Smarter (Corwin, 3rd edition, 2006) and Teaching for Deep Understanding (Corwin, 2006). Among his awards, Professor Leithwood is the inaugural recipient of the University of Toronto’s Impact on Public Policy award, AERA (Division A) 2011 Outstanding Leadership Researcher Award, the 2012 Roald F.  Campbell Lifetime Achievement Award from the University Council for Educational Administration and the Ontario Principal Councils’ Outstanding Contributions to Education Award for 2016. He is a Fellow of the Royal Society of Canada. With colleagues, he has completed one of the largest studies of its kind about how state, district and school-level leadership influences student learning.

There is no doubt that this book identifies a plethora of strategies that will move the field forward.  This is a project that has been implemented within a large number of schools/across a large number of leaders….and has been continually evaluated.  The strength is that it is not an "opinion" piece wherein an author references the work of others and then suggests what "might" be effective, but this is work that has been implemented, and is showing promising results.

• Foreword by Philip HallingerForeword by John MalloyPrefaceAcknowledgmentsAbout the AuthorChapter 1. The Leading Student Achievement: Networks for Learning Project (LSA)The ContextThe Contributions of Leadership to Student LearningA Brief History of the Leading Student Achievement ProjectA Summary of LSA’s Priorities for ImprovementChapter 2. Evidence Used by LSA to Learn Its Way ForwardPhase 1: Comprehensive Assessment of Project Implementation and OutcomesPhase 2: Targeting a Small Number of Key PrioritiesConclusionChapter 3. Building on a Shared Understanding of Effective School LeadershipSuccessful Leadership PracticesPersonal Leadership ResourcesConclusionChapter 4. LSA’s Approach to Leadership DevelopmentLSA’s Initial Vision and FrameworkComplementary Perspectives on LSA’s FunctionsLSA’s Formal Professional Development ProgramConclusionChapter 5. Collaborative InquiryThe Evolution of LSA’s Approach to Collaborative InquiryConclusionChapter 6. Key Learning Conditions: A Subject for Collaborative InquiryKey Learning ConditionsInitial Justification for Five Key Learning ConditionsLSA’s Own Evidence About Key Learning ConditionsConclusionChapter 7. LSA’s Theory of Action and How It Was DevelopedHow LSA’s Theory of Action Was DevelopedThe Four Paths Theory of ActionEmpirical Test of the Four Paths Theory of ActionConclusionChapter 8. Knowledge Building/Knowledge Creation: Education for a Knowledge SocietyThe Motivation for Adopting Knowledge BuildingKnowledge BuildingCreating Interest in Knowledge Building and the Capacity for ImplementationThe First Year of Knowledge-Building ImplementationThe Second Year of Knowledge-Building ImplementationConclusionChapter 9. Creating Useful Knowledge About Leadership Networks: Taking It to the Next LevelFundamental Assumptions About Learning in NetworksLSA’s Research About the Characteristics of Effective Leadership NetworksConclusionChapter 10. Insights About Leading Large-Scale Leadership Development ProjectsFour Practical Challenges in Sustaining LSAOne Large Technical Challenge: Assessing the Project’s Impact on StudentsEleven Lessons About Effective Project LeadershipConclusionReferencesIndex

Dr. Leithwood is Emeritus Professor at OISE/University of Toronto. His research and writing is about school leadership, educational policy and organizational change. He has published extensively on these topics. For example, he is the senior editor of both the first and second International Handbooks on Educational Leadership and Administration (Kluwer Publishers, 1996, 2003). His most recent books include How School Leaders Contribute to Student Success (2017, Springer), Linking Leadership to Student Learning (2012, Jossey Bass), Leading School Turnaround (2010, Jossey Bass), Distributed leadership: The state of the evidence (2009, Routledge), Leading with Teachers’ Emotions in Mind (2008, Corwin), Making Schools Smarter (Corwin, 3rd edition, 2006) and Teaching for Deep Understanding (Corwin, 2006). Among his awards, Professor Leithwood is the inaugural recipient of the University of Toronto’s Impact on Public Policy award, AERA (Division A) 2011 Outstanding Leadership Researcher Award, the 2012 Roald F.  Campbell Lifetime Achievement Award from the University Council for Educational Administration and the Ontario Principal Councils’ Outstanding Contributions to Education Award for 2016. He is a Fellow of the Royal Society of Canada. With colleagues, he has completed one of the largest studies of its kind about how state, district and school-level leadership influences student learning.

There is no doubt that this book identifies a plethora of strategies that will move the field forward.  This is a project that has been implemented within a large number of schools/across a large number of leaders….and has been continually evaluated.  The strength is that it is not an "opinion" piece wherein an author references the work of others and then suggests what "might" be effective, but this is work that has been implemented, and is showing promising results.

• Foreword by Philip HallingerForeword by John MalloyPrefaceAcknowledgmentsAbout the AuthorChapter 1. The Leading Student Achievement: Networks for Learning Project (LSA)The ContextThe Contributions of Leadership to Student LearningA Brief History of the Leading Student Achievement ProjectA Summary of LSA’s Priorities for ImprovementChapter 2. Evidence Used by LSA to Learn Its Way ForwardPhase 1: Comprehensive Assessment of Project Implementation and OutcomesPhase 2: Targeting a Small Number of Key PrioritiesConclusionChapter 3. Building on a Shared Understanding of Effective School LeadershipSuccessful Leadership PracticesPersonal Leadership ResourcesConclusionChapter 4. LSA’s Approach to Leadership DevelopmentLSA’s Initial Vision and FrameworkComplementary Perspectives on LSA’s FunctionsLSA’s Formal Professional Development ProgramConclusionChapter 5. Collaborative InquiryThe Evolution of LSA’s Approach to Collaborative InquiryConclusionChapter 6. Key Learning Conditions: A Subject for Collaborative InquiryKey Learning ConditionsInitial Justification for Five Key Learning ConditionsLSA’s Own Evidence About Key Learning ConditionsConclusionChapter 7. LSA’s Theory of Action and How It Was DevelopedHow LSA’s Theory of Action Was DevelopedThe Four Paths Theory of ActionEmpirical Test of the Four Paths Theory of ActionConclusionChapter 8. Knowledge Building/Knowledge Creation: Education for a Knowledge SocietyThe Motivation for Adopting Knowledge BuildingKnowledge BuildingCreating Interest in Knowledge Building and the Capacity for ImplementationThe First Year of Knowledge-Building ImplementationThe Second Year of Knowledge-Building ImplementationConclusionChapter 9. Creating Useful Knowledge About Leadership Networks: Taking It to the Next LevelFundamental Assumptions About Learning in NetworksLSA’s Research About the Characteristics of Effective Leadership NetworksConclusionChapter 10. Insights About Leading Large-Scale Leadership Development ProjectsFour Practical Challenges in Sustaining LSAOne Large Technical Challenge: Assessing the Project’s Impact on StudentsEleven Lessons About Effective Project LeadershipConclusionReferencesIndex