1. Dr David Gurr The University of Melbourne
NZEAL Travelling Scholar What we know from studying successful school leaders
Dr David Gurr
The University of Melbourne

2. Intention Describe a major study of successful school leaders
Highlight some important ideas arising from this.
Describe a model that encapsulates the knowledge gained – so far.
Highlight some of the false promises in leadership research.

3. The International Successful School Principalship Project
Begun in 2002 with seven countries, now more than 20 countries, and more than 100 case studies. Interviews with principals, teachers, school board members, students, parents - What are the characteristics of successful principals leading successful schools? The knowledge base: Four books, nine special journal issues, more than 100 refereed journal papers, 11 models. Most recent book: Day, C. & Gurr, D. (Eds) (2014/2016) Leading Schools Successfully: Stories from the field (London: Routledge). Website:

4. 21 countries, 26 research groups

5. Professor Brian Caldwell
The International Successful School Principalship Project (ISSPP) is the most comprehensive and coherent international comparative study of the principalship ever undertaken.
Professor Brian Caldwell
Caldwell, B.J. (2014) Forward, in C. Day & D. Gurr (Eds) (2014) Leading Schools Successfully: Stories from the field (London: Routledge), pp. xxi-xxii.

6. Common protocols Multiple Perspective Case studies Selection
Evidence of student achievement beyond expectations on state or national tests, where this evidence exists. Principals' exemplary reputations in the community and/or school system. This could be gained through consultation with system personnel or other principals, school inspection reports, and so forth. Other indicators of success that are more context-specific, such as the overall reputation of the school, awards for exemplary programs, etc.
Individual interviews with the principal, senior staff and school board members. Group interviews with teachers, parents and students Analysis of appropriate documents. Observation of the work of principals and the functioning of their schools. Principal and teacher surveys.

7. Some of the big ideas from the ISSPP
Day, C. & Gurr, D. (Eds) (2014) Leading Schools Successfully: Stories from the field (London: Routledge).
Gurr, D. (2015) A Model of Successful School Leadership from the International Successful School Principalship Project, Societies, 5(1), pp doi: /soc
From a special issue on ‘How school leadership influences student learning’, edited by Leithwood and Sun. Open access journal available at:
Also in:
Gurr D. (2017) A Model of Successful School Leadership from the International Successful School Principalship Project. In K.Leithwood, J. Sun, & K. Pollock (Eds) How School Leaders Contribute to Student Success (Dordrecht: Springer), pp

8. High and reasonable expectations for all.
Pragmatic/active leadership approach
Not transformational or instructional leadership, but transformational and instructional leadershi
Leadership distribution
Core leadership practices, plus …
Heroic/post-heroic leadership
Capacity development
Trust and respect
Continuous learning
Personal resources
Context sensitivity
Sustaining success
Unless stated otherwise, the reference for the following slides is:
Gurr, D. & Day, C. (2014) Thinking about leading schools, in C. Day & D. Gurr (Eds) (2014) Leading Schools Successfully: Stories from the field (London: Routledge), pp

9. High and reasonable expectations for all
High and reasonable expectations for all. These high expectations are manifest at both personal and collective levels; they are high yet reasonable, and constantly demonstrated and reinforced in the practice of the principals. The expectations are also individualised and very much about helping individuals to achieve their best, rather then focussed on meeting external accountability demands.
Having high expectations has been one of the key features identified in the effective schools research for many years. All the principals have high expectations of staff and students. However, they also have high expectations of parents and of themselves. It is high expectations mixed with a belief that the expectations can be achieved by the school community that helps define the work of these leaders as this commentary by Merchant, Garza and Ramlho on the work of Martinez (USA) suggests: We believe that Ms. Martinez’s success as a principal is rooted in a strong sense of self-efficacy that is nurtured by a supportive family, a passionate and unwavering commitment to her students, and a strong belief in the importance of reaching out to community members to enlist their assistance in promoting high standards for their children. In Chamuada’s leadership of Kiptai Primary School (Kenya), there are high expectations for the community, but tinged with a sense of reality that reflects the particularly challenging context of the community the school serves: We have yet to take a student to a national school. However, my greatest hope is that the success in this school will outlive me. …That many of the children I have here today will live better lives than their parents, and that this community will look back and be proud of what we have achieved together.

10. Pragmatic/active leadership approach No single model of leadership satisfactorily captures what successful principals do. Not transformational or instructional leadership, but transformational and instructional leadership In essence, these principals develop approaches to leadership which enable them to lead a school community successfully; they are less concerned with the academic debates that rage about the impact of various leadership styles. Our principals were invariably both. They were concerned to motivate and support staff, but also concerned to ensure that teaching and learning was happening in an appropriate way. Whilst they typically weren’t the hands-on instructional leader wished for in the eighties, they were educational leaders, ensuring improvement in curriculum, pedagogy and assessment by most often working with other school leaders to influence teacher practice. All our principals seem to exhibit transformational leadership qualities such as motivating and supporting staff, understanding staff at a personal level, and encouraging staff to have a voice in decision making processes.

11. Leadership distribution For these successful school leaders, distributed leadership is almost assumed as they will openly say that the success of their school is due to the leadership of many, and they genuinely value the contribution of teachers, parent and students.
School improvement is a collective effort involving senior and middle level leaders, teachers and other staff, students, parents and the wider community (including systemic support where relevant). In many cases the principal stories demonstrate how these leaders were the key story-tellers and sense makers for their school, and how they painted a compelling vision of what their schools should be like. A counselor at Kiptai Primary School (Kenya) spoke of the teaching and learning culture that Chamuada had established: Our teachers are empowered through constant conversations about teaching, learning, and the community around us. We all feel that we have enough information and knowledge about our school, students and parents. And even though sometimes we lack resources, we are happy that we do our best. However, they were careful to ensure that the vision was one that could be embraced by the whole school community, with this typically taking time and effort to develop and sustain. Lute Ingalls (USA) with the help of parents and teachers, developed ‘bottom lines’ that emphasised academic success, good behaviour and staff collaboration. This was the vision that drove the improvement of Juarez Elementary, and Ingalls was the one that kept this vision at the forefront of all decisions, including the decision to adopt the literacy improvement program, Success for All.

12. Core leadership practices Setting direction, developing people, leading change and improving teaching and learning. Plus Use of strategic problem solving. Articulating a set of core ethical values. Building trust and being visible in the school. Building a safe and secure environment. Coalition building. Promotion of equity, care and achievement. ………. See: Leithwood, K. & Day, C. (Eds) (2007) Successful School Leadership in Times of Change (Dordrecht, Netherlands: Springer).

13. Heroic/post-heroic leadership In many cases there is evidence of heroic leadership, in, for example, the way principals challenge the status quo, fight for the best opportunities for their students, and have a positive and empowering view of what is possible for a school community, whatever the circumstances. But it is heroic leadership that is inclusive, and which we describe as post-heroic.
… much of what these principals do is heroic, or as David, the English principal states, brave. Leadership means not only having answers (to problems of the changing curriculum, staffing structures, building management, pastoral systems) but also having the courage to stand by them when they are questioned. It also means being prepared to hear these questions and change your mind if you need to, without losing the strength of those original convictions or confidence in yourself. It’s a fine line, like everything else in leadership. The brave leader must show a positive face, an unstinting outward belief that not only is the battle eminently winnable but that it is practically won. These successful principals also emphasise that others can do what they do, given opportunity and support, and they repeatedly mention how much they rely on the good work of the many people in their schools. For these reasons we suggest that a better label may be post-heroic leadership.
Also see: Drysdale, L., Bennett J., Murakami, E., Johansson, O., & Gurr, D. (2014) Heroic Leadership in Australia, Sweden, and the United States, International Journal of Educational Management, 28(7), pp. 785 – 797

14. Capacity development Successful school leaders are people centred
Capacity development Successful school leaders are people centred. They obviously get enormous satisfaction from seeing students develop, but they are also concerned to develop the adults in a school community, and core to this is their interest and ability in building the capacity of teaching and non-teaching staff to be better at what they do
They gain great satisfaction from the changes they see in students. They were also excellent in helping staff to learn and develop, and gained equally great satisfaction with this. Notman described Anderson’s (New Zealand) work with staff and students:
Jan has a strong personal commitment to the people of her school community. She feels keenly the interpersonal nature of the job and her capacity to influence other individual lives for better or for worse. She enjoys the intrinsic reward of seeing teachers and parents happy, and students achieving their individual potential, both inside and outside of school. Of all the aspects of the role she most likes, it is the connection with students.

15. Trust and respect A standout characteristic of the principals is the degree to which they are respected and trusted by their school communities. Acting with integrity and being transparent about their values, beliefs and actions, modelling good practice, being careful to ensure fairness in how they deal with people, involving many in decision making.
In Mulyono’s school (Indonesia), there were many different ethnic groups involved (both amongst the students and teachers), and it was important to bring these groups together in a climate of open communication, respect and trust as indicated in the following quote: I think being different from others is no problem as long as we communicate effectively. To me, I have no problem with it because I can accept [the differences] and I am a keen person to learn other cultures. There are many things good in here, like the concept “rumah betang”, which literally means a long and big house. This is a philosophy of Dayak people who accept other people to live in the big house (a metaphor for area or province).

16. Continuous learning Whilst some had early leadership opportunities, their success as a principal was generally crafted through a blend of on-the-job learning, formal and informal professional learning, mentoring or sponsorship by significant others, and some serendipity in the pathways to leadership. All the principals were restless folk, seeking new ideas, new ways to do things, new opportunities for their schools, and so they were always developing as professionals. The mix of formal and informal learning evident in the ISSPP principals is further explored in the second and third volumes of the ISSPP books: Ylimaki, R. & Jacobson, S. (Eds) (2011) US and cross-national policies, practices and preparation: Implications for successful instructional leadership, organizational learning, and culturally responsive practices (Dordrecht, Netherlands: Springer-Kluwer). Moos, L., Johansson, O., & Day, C. (Eds) (2011) How School Principals Sustain Success Over Time: International Perspectives (Dordrecht, Netherlands: Springer-Kluwer).

17. Personal resources There are many personal qualities, beliefs and values that help principals be successful leaders. Acumen, optimism, persistence, trust, tolerance, empathy, alertness, curiosity, resilience, benevolence, honesty, openness, respectfulness, and humbleness. Above all they are driven by the desire to provide the best educational environment they can for all students.
A student’s description of Rick Tudor (Australia): He’s open, he’s welcoming and he’s nice. He’s really friendly and always interesting to talk to. He’s also a really honourable guy. He doesn’t promote himself. He tries to cater for everybody not just purely academic or purely sport. He tries to get a range of things and interests. He’s genuinely interested in like everything that goes on, and he’s always looking for ways to make things better, and he gets the respect of everyone.

18. Context sensitivity Successful school leadership is context sensitive, but it is not context driven. Using a range of common leadership practices that seem to promote success in most contexts, successful school leaders fine tune their responses to the context and culture in which they lead to optimise school success.
Gurr, D. (2014) Successful school leadership across contexts and cultures, Leading and Managing, 20(2), pp Same leadership across different context and culture: John Fleming at Bellfield Primary School (government school, challenging context) and Haileybury College (high fee, independent school). Leadership for change – leadership responding to context and culture: Jan Shrimpton (Morang South Primary School) and Bella Irlicht (Port Philip Specialist School) Leadership across countries – Australian, Indonesian and Singaporean models of successful school leadership. Leadership in challenging circumstances – leadership struggling to respond to context and culture: Glenn Proctor, Hume Central Secondary College

19. engaging the school and wider community balancing competing discourses
Sustaining success
Factors which seemed to be important for principals to sustain their success include:
actively engaging with others to arrive at a consensus about what a school should do
personal qualities and beliefs such as resilience, commitment to making a difference
engaging the school and wider community
balancing competing discourses
utilising both transformational and instructional leadership practices
continuing their own professional learning
managing accountability expectations
positive attitude to change .
See: Moos, L., Johansson, O., & Day, C. (Eds) (2011) How School Principals Sustain Success Over Time: International Perspectives (Dordrecht, Netherlands: Springer-Kluwer.
Goode, H. (2017) A study of successful principal leadership: Moving from success to sustainability. Doctor of Philosophy thesis, The University of Melbourne.

20. Question pause

21. A Model of Successful School Leadership

22. 11 models:
Tasmania, Australia: Mulford & Johns, 2004; revised: Mulford and Silins, 2011
Victoria, Australia: Gurr, Drysdale, Di Natale, Ford, Hardy & Swann, 2003;
Combined Australian model: Gurr, Drysdale and Mulford 2006
Principal and teacher effects on student academic, social and empowerment outcomes: Mulford & Silins, 2011
Revised, simplified combined Australian model: Drysdale and Gurr, 2011
Australian independent school: Doherty, 2008
Singapore: Wang, 2010.
Indonesia: Raihani, 2007, 2008
Cyprus: Pashiardis & Savvides, 2005, 2011; revised, expanded: Pashiardis, Savvides, Lytra & Angelidou, 2011.

23. An ISSPP model of successful school leadership
Mulford-Johns Model of Successful School Principalship (Mulford & Johns, 2004). Tasmania, Australia. 5 case studies
Victorian Model of Successful School Leadership
(Gurr, Drysdale, Di Natale, Ford, Hardy & Swann, 2003). Victoria, Australia. 9 case studies
Combined Australian Model (Gurr, Drysdale & Mulford, 2006).
Tasmania and Victoria. 14 case studies
Revised Mulford-Johns Model of Successful School Principalship (Mulford & Silins, 2011). Tasmania, Australia. 5 case studies and survey of principals (67%) and teachers (12%)
Revised, simplified combined Australian model (Drysdale & Gurr, 2011)
Successful School Principalship of an Independent School: A Process of Reciprocal Influence (Doherty, 2008). Victoria, 1. observational case study
An ISSPP model of successful school leadership
(Gurr, 2015a, b)
Principal and teacher effects on student academic, social and empowerment outcomes (Mulford & Silins, 2011). Tasmania, Australia. Survey of principals (67%) and teachers (12%)
Indonesian model of successful school leadership (Raihani, 2007, 2008). Indonesia, 3 case studies
Domains of practice for successful school leadership in rural primary schools in Cyprus (Pashiardis & Savvides, 2005, 2011 ). Cyprus, 4 case studies
6E Singaporean Model of Successful School Leadership (Wang, 2010). Singapore, 4 case studies
An updated model of the domains of practice for successful school leadership in rural primary schools in Cyprus (Pashiardis, Savvides, Lytra & Angelidou, 2011). Cyprus, 5 case studies

24. Gurr, D. (2015) A Model of Successful School Leadership from the International Successful School Principalship Project, Societies, 5(1), pp Free to access. Please note that this model is a development of a model that Lawrie Drysdale, Bill Mulford and I constructed some years earlier.

25. An ISSPP model of successful school leadership
Overarching organisers – the why, how and what of successful school leadership; levels of impact
‘What’ element. Broad definition of success that includes student and school outcomes
The top box extends across all areas and reinforces the importance of the school context and how school leaders actively influence this through developing a shared vision and mission and a positive culture, having appropriate structures, people and processes in the school, the active engagement of stakeholders within and outside the school, and the promotion of high expectations for all.
The other organiser in the model is the level of impact on student outcomes, with three levels noted: impact from teaching and learning, from leadership, and from context.
The ‘how’ element includes areas of action associated with leadership and teaching and learning, and the ‘why’ element is associated with the context in which schools operate.
The term school leader rather than principals is used deliberately. Although the ISSPP is focussed on principal leadership, there is sufficient evidence from the project to broaden the model to apply to all school leaders (senior leaders, middle-level leaders, and perhaps teacher leaders). For principals, the model locates much of their work at level 2, helping to develop the adults in a school. They also often work at level 3 actively responding to and influencing the wider context, and sometimes at level 1
The use of evidence-based monitoring and critical reflection to promote change reflects earlier modelling efforts by Mulford and Johns (2004), although the language has been adapted to accountability, evaluation and change to better address the need for performance review at individual and organisational levels that leads to positive change and improvement.
Developing networks, collaborations and partnerships extends across levels 3 and 2. Often the availability of these is part of the context (for example, a system may construct school networks/partnerships) yet successful principals seem to be good at developing these associations to enhance their schools, and indeed seeking out new associations.
The context identified in level 3 of the model includes the school organization, family and external contexts that leaders need to respond to and influence. Many of these aspects will moderate the impact of leadership behaviour if they are ignored, and so the title is ‘engaging with and influencing contextual factors’.

26. Direction culture organisation stakeholders expectations
Engaging and influencing context:
within
outside
family
School capacity:
Personal, professional, organisational, community
Pedagogy
Curriculum
Student outcomes:
Academic
Extra and co-curricular
Personal
Assessment
The School leader
Portfolio
Learning Spaces
School outcomes:
School success and reputation
Teacher quality
School conditions – the quality of the learning environment
Reporting
Learning technologies
Student involvement in learning
What
How
Why
Accountability, evaluation & change
Networks, collaborations & partnerships

27. False promises
There is a lot of good leadership research to inform your practice. But you need to be critical consumers of these ideas and so there are some big ideas that need some caution.

28. False promises
Instructional over transformational leadership - The Power of ‘And’: Transformational AND instructional leadership.
The one size fits all leadership model. You need to develop your own view of leadership, drawing upon the many good ideas that are available.
Teacher leadership – not everyone wants to be a leader in the sense I have described and teacher leadership is a confused concept. But, leadership of the type I have described today is applicable to anyone in a defined leadership role, albeit within the constraints of the role.
Leadership as science – it is possibly more art than science, because leadership is a complex human endeavour
The magic of numbers – quantitative research is very valuable but only tells part of a story.

29. Questions

30. Thank you Contact Details
Dr David Gurr Associate Professor in Educational Leadership Melbourne Graduate School of Education The University of Melbourne Co-editor of International Studies in Educational Administration Senior Associate Editor of the Journal of Educational Administration Co-editor IAP International Research on School Leadership book series. Fellow and past Vice-President of the Australian Council for Educational Leaders ( ACEL Hedley Beare Educator of the Year 2014 ACEL Gold Medalist

31. The other models

32. Evidence Based Monitoring and Critical Reflection
The Mulford-Johns Model of Successful School Principalship Mulford, B. & Johns, S. (2004) Successful school principalship, Leading & Managing, 10(1),
WHY HOW WHAT
Context: Understandings/Requirements of, and Support from, Community (Local to Global) and Employer
Individual Support
. Acknowledge
. Encourage
&
Capacity & Commitment
. Responsibility
for leadership and PD
. Feel valued
Student
Outcomes
Academic
. Literacy
. Numeracy
Non-academic
. Confident, self-
motivated, engaged learners
. Sense of identity, self-worth and belonging
Teaching
and
Learning
Outcomes
. Constructivist
approach
. Student
involvement,
choice and
responsibility
. Meaningful tasks
. Collaboration
in heterogeneous
grouping
Community
Social
Capital
Outcomes
. Identity
. Empowered, active and
engaged citizens
. Lifelong
learning
Principal Values
.Good/Passionate
. Equity/Social justice
. Other-centered
. Hard working
. Sense of humour
School Capacity
. Culture
. Trust
. Collaboration and support
. Risk taking and learning
Structure
. Shared decision making
. Distributive leadership
. Professional learning
Vision/
Mission
. Child focus
. Caring
environment
Clear/high
expectations
.Wide scope
. Celebration
Evidence Based Monitoring and Critical Reflection
(on WHY, HOW and WHAT, and the relationships among them) leading to possible
Change/Transformation
HOW DO WE KNOW and DO WE NEED TO CHANGE

33. Revised Mulford-Johns Model of Successful School Principalship (Mulford & Silins, 2011). Tasmania, Australia. 5 case studies and survey of principals (67%) and teachers (12%)

34. Principal and teacher effects on student academic, social and empowerment outcomes (Mulford & Silins, 2011). Tasmania, Australia. Survey of principals (67%) and teachers (12%)

35. Victorian Model of Successful School Leadership (Gurr, Drysdale, Di Natale, Ford, Hardy & Swann, 2003). Victoria, Australia. 9 case studies

36. Combined Australian Model (Gurr, Drysdale & Mulford, 2006)
Combined Australian Model (Gurr, Drysdale & Mulford, 2006). Tasmania and Victoria. 16 case studies

37. Revised, simplified combined Australian model (Drysdale & Gurr, 2011)

38. Indonesian model of successful school leadership (Raihani, 2007)
Indonesian model of successful school leadership (Raihani, 2007). Indonesia, 3 case studies

39. 6E Singaporean Model of Successful School Leadership (Wang, 2010)
6E Singaporean Model of Successful School Leadership (Wang, 2010). Singapore, 4 case studies

40. Successful School Principalship of an Independent School: A Process of Reciprocal Influence (Doherty, 2008). Victoria, 1 observational case study

41. Domains of practice for successful school leadership in rural primary schools in Cyprus (Pashiardis & Savvides, 2005, 2011)
An updated model of the domains of practice for successful school leadership in rural primary schools in Cyprus (Pashiardis, Savvides, Lytra & Angelidou, 2011)

42. Goode, H. (2017) A study of successful principal leadership: Moving from success to sustainability. Doctor of Philosophy thesis, The University of Melbourne. p.213

43. Goode, H. (2017) A study of successful principal leadership: Moving from success to sustainability. Doctor of Philosophy thesis, The University of Melbourne. p.214

44. Model 7.4 Sustainable Successful Leadership Model
Goode, H. (2017) A study of successful principal leadership: Moving from success to sustainability. Doctor of Philosophy thesis, The University of Melbourne. p.245

45. Goode, H. (2017) A study of successful principal leadership: Moving from success to sustainability. Doctor of Philosophy thesis, The University of Melbourne. p.248

46. The history of the ISSPP in four books
Leithwood, K. & Day, C. (Eds) (2007) Successful School Leadership in Times of Change (Dordrecht, Netherlands: Springer).
Ylimaki, R. & Jacobson, S. (Eds) (2011) US and cross-national policies, practices and preparation: Implications for successful instructional leadership, organizational learning, and culturally responsive practices (Dordrecht, Netherlands: Springer-Kluwer).
Moos, L., Johansson, O., & Day, C. (Eds) (2011) How School Principals Sustain Success Over Time: International Perspectives (Dordrecht, Netherlands: Springer-Kluwer).
Day, C. & Gurr, D. (Eds) (2014/16) Leading Schools Successfully: Stories from the field (London: Routledge)

47. Leithwood, K. & Day, C. (Eds) (2007) Successful School Leadership in Times of Change (Dordrecht, Netherlands: Springer).
The first book comprised country reports from the initial group of seven countries.
The view that successful school leadership comprises at least four core dimensions of setting direction, developing people, developing the school and managing the instructional program was supported.
There was also evidence for additional practices such as:
strategic problem solving
articulating a set of core values
building trust and being visible in the school
building a safe and secure environment
introducing productive forms of instruction to staff
coalition building

48. Successful school leadership:
Ylimaki, R. & Jacobson, S. (Eds) (2011) US and cross-national policies, practices and preparation: Implications for successful instructional leadership, organizational learning, and culturally responsive practices (Dordrecht, Netherlands: Springer-Kluwer).
The second and third project books saw a move to cross-national analysis, with book two exploring instructional leadership, organizational learning and culturally responsive practices.
Successful school leadership:
is context dependent in that global, national and local contexts need to be considered to fully understand the behaviour of principals
is best thought of as layered and multidimensional, with, for example, instructional leadership influence distributed within a school, and having multiple foci such as academic improvement, satisfying accountability policies, and promoting democratic education
is socially constructed from the interaction of the life experiences and knowledge of principals with their work
promotes sustainability of success through the interaction of values, influence skills, and the emotional and intellectual qualities of leaders

49. balancing discourses (e.g. social justice and high achievement)
Moos, L., Johansson, O., & Day, C. (Eds) (2011) How School Principals Sustain Success Over Time: International Perspectives (Dordrecht, Netherlands: Springer-Kluwer).
Book three focussed on the the sustainability of successful leadership and found several factors which seem to be important for sustained success:
self-renewing communication (negotiation and deliberation) and distribution of leadership
personal qualities and beliefs such as resilience, commitment to making a difference, and engaging the school and wider community
balancing discourses (e.g. social justice and high achievement)
utilising both transformational and instructional leadership practices
professional learning (whether it be through compulsory or voluntary programs)
managing accountability expectations

50. Leading Schools Successfully: Stories from the field (Day & Gurr, 2014) is a special contribution to the work of the ISSPP. For the first time, a collection of the stories behind the research is presented. Across 15 stories from 13 countries, the book captures the exhilaration, privilege, opportunity, and some of the issues and concerns that go with the principal role. It is a celebration of the work of principals throughout the world.

51. Each research group from the ISSPP was asked to nominate principals whose stories could illustrate the findings from the first three books. The researchers went back to the principals and interviewed them again to focus on aspects such as: description of the school and the principal; why they became a principal and what the principalship means to them; key accomplishments/contributions and their personal and professional satisfactions from the job; key challenges of the job; how and why they feel they make a difference in their schools, school community, wider society, perhaps with a story illustrating this; their hopes/aspirations for the future; the key contributions of the principal’s story for the ISSPP.

52. References
Doherty, J. (2008) Successful Leadership in an Independent School in Victoria, Australia. Doctor of Education thesis, The University of Melbourne. Drysdale, L. & Gurr, D. (2011) The theory and practice of successful school leadership in Australia, School Leadership and Management, 31(4), pp Gurr, D. (2015a) A Model of Successful School Leadership from the International Successful School Principalship Project, Societies, 5(1), pp doi: /soc Gurr, D. (2015b) How School Leadership Influences Student Learning: Evidence from the International Successful School Principalship Project. Open access, free to download from Academia. Gurr, D., Drysdale, L., Di Natale, E., Ford, P., Hardy, R. & Swann, R. (2003) Successful school leadership in Victoria: Three case studies, Leading and Managing, 9(1), pp Gurr, D., Drysdale, L. & Mulford, B. (2006) Models of Successful Principal Leadership, School Leadership and Management, 26(4), pp Mulford, B. & Johns, S. (2004) Successful school principalship, Leading and Managing, 10(1), Mulford, B., & Silins, H. (2011). Revised models and conceptualisation of successful school principalship for improved student outcomes, International Journal of Educational Management, 25(1), pp Pashiardis, P. & Savvides, V. (2005) The Interplay between Instructional and Entrepreneurial Leadership Styles in Cyprus Rural Primary School. Paper presented at the CCEAM conference. Pashiardis, P. & Savvides, V. (2011) The Interplay between Instructional and Entrepreneurial Leadership Styles in Cyprus Rural Primary School, Leadership and Policy in Schools, 10(4), Pashiardis, P., Savvides, V., Lytra, E., & Angelidou, K. (2011) Successful School in Rural Contexts: The Case of Cyprus, Educational Management Administration and Leadership, 39(5), pp Raihani (2007) Successful chool leadership in Indonesia: A study of the principals’ leadership in three successful senior secondary schools in Yogyakarta. PhD thesis, The University of Melbourne, Australia. Raihani (2008) An Indonesian Model of Successful School Leadership, Journal of Educational Administration, 46(4), pp Wang, L.H. (2010) Successful School Leadership in Singapore. PhD. The University of Melbourne, Australia.

53. ISSPP Publications Books Special Journal Issues
Day, C. & Leithwood, K. (Eds) (2007) Successful School Leadership in Times of Change (Dordrecht, Netherlands: Springer-Kluwer).
Ylimaki, R. & Jacobson, S. (Eds) (2011) US and cross-national policies, practices and preparation: Implications for successful instructional leadership, organizational learning, and culturally responsive practices (Dordrecht, Netherlands: Springer-Kluwer).
Moos, L., Johansson, O., & Day, C. (Eds) (2011) How School Principals Sustain Success Over Time: International Perspectives (Dordrecht, Netherlands: Springer-Kluwer).
Day, C. & Gurr, D. (Eds) (2014) Leading Schools Successfully: Stories from the field (London: Routledge)
Journal of Educational Administration, 43(6), Jacobson, Day & Leithwood.
International Studies in Educational Administration, 35(3), Ylimaki & Jacobson.
Journal of Educational Administration, 47(6), Johansson & Moos.
Journal of Educational Leadership, Policy and Practice, 24(1), 2009 – Notman.
Leadership and Policy in Schools, 10(4) Drysdale.
International Journal of Educational Management, 26(5), 2012 – Pashiardis.
Journal of Cases in Educational Leadership, 15 (3), Murakami & Orr
Educational Management Administration & Leadership, 45(5), Johnson & Crow.

54. Other Related Books
Møller, J. og Fuglestad, O.L (2006) (red.): Ledelse i anerkjente skoler. Oslo: Universitetsforlaget.
Moos, L, Krejsler, J. & Kofod, K. (2007) Mening i ledelse: succesfuld skoleledelse mellem visioner og selvledelse (Frederikshavn: Dafolo Forlag).
Notman, R. (2011). Building leadership success in a New Zealand education context. In R. Notman (Ed), Successful educational leadership in New Zealand: Case studies of schools and an early childhood centre, (pp ). Wellington, NZ: New Zealand Council for Educational Research Press.