Leadership for School Improvement

The Leadership for School Improvement (LSI) SIG Book SeriesBook Series spotlights cutting-edge scholarship on leadership for school improvement and the conditions that enable instructional capacity, equitable outcomes, and organizational learning. The series examines how teachers, principals, and superintendents—working with communities and policy systems—design, enact, and scale improvement across diverse contexts. 

Rationale: Persistent inequities, policy churn, and accountability pressures demand leadership that couples moral purpose with methodological rigor. This series curates theoretically grounded and practice-relevant work that clarifies mechanisms of change and illuminates what travels across settings. 

Aims and objectives: 

Advance conceptual, empirical, and policy-relevant knowledge on leadership for improvement. 

Bridge research–practice partnerships and amplify practitioner inquiry. 

Center equity, inclusion, and culturally responsive/sustaining approaches. 

Surface innovations in measurement, data use, and improvement science. 

Inform policy design, capacity building, and system renewal. 

Scope and content: Edited volumes organized around timely themes (e.g., equity-driven leadership, continuous improvement, culturally responsive leadership, wellbeing and care, crisis leadership, community partnerships, and data for learning). Chapters may include conceptual analyses, mixed-methods and qualitative studies, improvement cases, design-based research, and comparative/International perspectives with clear implications for practice and policy. 

Audience: Researchers, doctoral students, district/school leaders, policymakers, and partners engaged in school and system improvement.