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A Model of Successful School Leadership from the International Successful School Principalship Project

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How School Leaders Contribute to Student Success

Part of the book series: Studies in Educational Leadership ((SIEL,volume 23))

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.

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Author information

Authors and Affiliations

  1. Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia

    David Gurr

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  1. David Gurr
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Correspondence to David Gurr .

Editor information

Editors and Affiliations

  1. University of Toronto, Ontario Institute for Studies in Education University of Toronto, Ontario, Ontario, Canada

    Kenneth Leithwood

  2. University of Alabama, The College of Education University of Alabama, Tuscaloosa, Alabama, USA

    Jingping Sun

  3. Western University, Faculty of Education Western University, London, Ontario, Canada

    Katina Pollock

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Gurr, D. (2017). A Model of Successful School Leadership from the International Successful School Principalship Project. In: Leithwood, K., Sun, J., Pollock, K. (eds) How School Leaders Contribute to Student Success. Studies in Educational Leadership, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-50980-8_2

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  • DOI: https://doi.org/10.1007/978-3-319-50980-8_2

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