The leader in education is engaged in work that is difficult, complicated, and at times risky. It calls for purposeful and often daring activity. It is an undertaking that is coherent in intent and thrilling in execution. This is the experience of leaders at all levels who have achieved success in the transformation of schools. Drawing widely on evidence from around the world, this book provides recommendations for policy-makers and practitioners seeking a new image of the educational leader: one who secures high levels of achievement for all students in all settings.