Joining Leadership and Classroom Pedagogies: A Review of the Best Evidence Synthesis Iteration [BES]

This review outlines major findings of the Best Evidence Synthesis Iteration [BES] that draw tangible links between school leadership and improved student outcomes. The strengths of the research evidence are examined as they apply to practitioners and educational researchers alike. Issues arising from the iteration are explored including the implementation of pedagogical leadership roles for primary and secondary principals, and the range of leadership types that contribute to successful school-leadership practices. The review reiterates a call to action for targeted research activity, particularly in secondary schools, and for problem-solving strategies that will help leaders to undertake necessary pedagogical tasks. The review concludes with a brief conceptual proposal for a coordinated National Framework for Leadership Learning and Support across early childhood, primary and secondary school sectors.