Leadership as pedagogy, capital development and school effectiveness

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Abstract
This article proposes pedagogical leadership as a more effective alternative to bureaucratic, visionary and entrepreneurial leadership in improving schools. Pedagogical leadership invests in capacity building by developing social and academic capital for students, and intellectual and professional capital for teachers. This emphasis on human capital development provides the conditions necessary to improve levels of student learning and development. Pedagogical leadership develops human capital by helping schools become caring, focused and inquiring communities within which teachers work together as members of a community of practice. To understand pedagogical leadership one must understand the story of community. This story includes unique ways of thinking about connections and human nature that run against the grain of conventional thought. In traditional schools connections are understood using the narrative of social contracts and human nature is understood using the constrained narrative. In schools that are striving to become communities, connections are understood using the narrative of social covenants and human nature is understood using the unconstrained narrative. Examples are provided that show how these narratives are embodied in leadership practice.

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