Much of the current discourse on improving school leadership, and particularly the performance of principals, is misguided. There is much too much emphasis on evaluation and standards as determined by policy makers and professors and not nearly enough attention to how one provides performance-driven leadership in the context of day-to-day practice.

James H. "Torch" Lytle is practice professor of educational leadership at the Graduate School of Education, University of Pennsylvania. From 1998-2006 Lytle was superintendent of the Trenton, NJ Public Schools; prior to his appointment in Trenton, he served in a variety of capacities in the School District of Philadelphia as an elementary, middle, and high school principal; executive director for planning, research, and evaluation; regional superintendent; and assistant superintendent.

Part 1 Emergence of a School Leader Chapter 2 Principal Chapter 3 Central Office and "Sabbatical" Chapter 4 Regional and Assistant Superintendent Chapter 5 Principal, Again Part 6 Changing States: Superintendent, Trenton, New Jersey Chapter 7 Learning the Context Chapter 8 Determining the Work Chapter 9 Designing and Getting Under Way Chapter 10 Building Capacity Chapter 11 High School Reform Chapter 12 To What End? Part 13 Leadership for Learning Chapter 14 Considering the Teaching of Leadership