In seven of the eight schools, the principal was a visionary leader. From cheerleading to coaching to fundraising, these principals set high expectations and provided support. They created the conditions for success, and they modeled the importance of learning in their own behavior. They also shared leadership with others on the staff, as illustrated in the section on collaborative environment. At Wilson, the primary leadership came from a core group of teachers, who initiated the math project and maintained momentum through a succession of principals.
Strong leadership is critical, but it can come from a variety of sources.
The school district was not a major player in these success stories. These schools operated fairly independently from their districts. In fact, several schools wished that their districts would take a more active role in promoting and supporting reform. They would like to be tapped as resources to help other schools achieve similar success. District policies, resources, and support strategies can all help build school capacity.