Figure 2: Leadership for Learning – an integrative model
Use and application of principles The remodeled 'wedding cake' as it is revisited and further enhanced, becomes less and less redolent of the real thing, but nonetheless is an attempt to capture the complexity and dynamism of the principles in a way that is accessible to a wide range of potential users. The five principles set out above are the key markers, indicators, or benchmarks for the interrogation of practice. For researchers they offer a framework for data gathering or for co-generative dialogue (Martin, Scantlebury and Martin, forthcoming). For external reviewers or inspectors they may provide or complement the evaluation toolkit. For school self-evaluation, or internal school review, the principles have proved to be a powerful set of 'can openers', stimulating schools to open up their practice, sometimes progressively by individual areas of inquiry, principle by principle, or by engaging in a holistic view of how these aspects of school practice cohere and challenge one another. We see its primary potential as the province of the internal stakeholders - senior leaders, teachers, students, ancillary staff and parents - using it in any one of a variety of ways that could stimulate a cross boundary dialogue about current practice, aspiration and the means by which a school could realise those aspirations. Previous experience with
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