Context
Leadership Matters
"Principals demand a focus on those things that matter - the learner, the quality of the learning experience and how the learning is developed, measured, reported and celebrated."
Leadership Matters
Leadership capabilities for Education Queensland Principals
Each CAPA activity is linked to, and supported by, the Leadership Matters framework, the exciting new leadership framework for Education Queensland principals that will guide all leadership development activity.
For more details, go to the Leadership Matters site where you can download the Framework (new window) 84k 
in pdf format or a copy of the technical paper (new window) 881k 
used to inform its development.
The basis in research
The significant role of the school principal in making substantial change to student outcomes in regard to teaching and learning in classrooms is the subject of a wide range of research. The following may be useful in illustrating the importance of principals having an in-depth knowledge of curriculum, instruction and student achievement.
Blase & Blase (1998) Supporting the Lifelong Study of Learning and Teaching
Recent efforts to democratize schools have included efforts to empower teachers and professionalize teaching, notably in the areas of instructional leadership and staff development. In particular, "supervision," the observation and evaluation of teachers by school leaders, has been increasingly viewed as the external imposition of bureaucratic, rational authority and has been challenged by many who work to professionalize teaching. As a result, many of today's successful schools are fast becoming centers of shared inquiry and decision making; teachers are moving toward a collective--not an individual--practice of teaching.
International Electronic Journal For Leadership in Learning 1998 Volume 2, Number 7
Retrived 12 March 2007 from the International Electronic Journal for Leadership in Learning (IEJLL) 
.
Hill, P.W. (2001) What principals need to know about teaching and learning.
Discusses the relationship between principals and teaching and learning, and draws on a comprehensive review of research to develop a framework that encompasses the complex roles, qualities and knowledge they will need as school leaders in the future.
IARTV Seminar Series March 2001 No. 101. Available for purchase at the Centre for Strategic Education .
Also in M.S. Tucker. & J.B. Codding, (Eds.). The principal challenge: Leading and managing schools in an era of accountability (pp. 43-75). San Francisco- Jossey-Bass.
Lashway, L. (1995). Can instructional leaders be facilitative leaders Eric Digest 98 (ED381893). Clearing House on Educational Management, College of Education, University of Oregon.
Retrieved September 20, 2004 from
ERIC Digest Lashway, L. (2002). Developing instructional leaders
Eric Digest 160 (ED466023). Clearinghouse on Educational Management, College of Education, University of Oregon.
Retrieved September 20, 2004 from ERIC Digest
Murphy & Hallinger (1992) The Principalship in an Era of Transformation
Journal of Educational Administration Sep 1992 Volume: 30 Issue: 3
Draws on the analyses presented in the other articles in the Journal of Educational Administration Vol. 30 No. 3 to identify emergent themes concerning the evolving role of the principal in several countries. Focuses especially on the manner in which the policy context of educational organizations is leading to a decentralization of management and the resulting impact on the administrative practice of principals. Finally, suggests some of the implications of these changes for the preparation and development of principals.
Available at Emerald Insight .
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