Managing and guiding school reform: Leadership in success for all schools

This article addresses issues of leadership in school reform with respect t o the roles of the principal and the reform facilitator; a reacher who work s full-time to support reform activities. The Success for All reform model is used as a case in point because it, like many other reforms, views leade rship as critical to reform success. Using qualitative data gathered in six Success for All schools, this article focuses on how principal leadership shaped and was shaped by the reform and on the successes and challenges fac ed by Success for All facilitators in occupying a position of teacher leade rship. This article discusses the roles and relationships, tensions and amb iguities, and power dynamics that evolved among principals,facilitators, an d teachers in the implementation of the reform. The findings of this study illuminate the challenges in reconnecting teaching and administration and r eveal the importance of changing structures and cultures in this move.