This report considers school leaders' roles and responsibilities, and the authority they need to pursue an agenda of improving teaching and learning. The report frames what it means to lead schools toward improvements in teaching and learning, who does or can exercise that leadership (including but not limited to the principal), how leaders can be equipped to lead learning communities, what conditions empower leaders to lead in this way, and how such leadership is cultivated in individuals or school communities over time.
This report reviews research, practice, and theory related to resource allocation and its relationship to teaching and learning. The report describes the state of the field, discussing a range of practices, both current and emerging, while framing the central challenges facing leaders who make resource decisions at the state, district, and school levels. The report links the allocation of resources to the exercise of learning-focused leadership.