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Principals must effectively and consistently model the use of the same technology tools they expect teachers to use in their classrooms with the students. Principals must be consistent in their decisions and expectations about integrating learning technology in the school. The principal's communication about the pace and process of integrating learning technology needs to be clear and reasonable. The principal must provide appropriate professional development time and resources to support effective classroom implementation of technology. The principal must support early adopters and risk takers. The principal must do whatever it takes to ensure that all staff has early access to the very same digital tools that students will be using in their classrooms. As the educational leader, the principal must make it clear to the technology leader that all decisions relating to learning technology will be made by the educational leaders with input from the technology leaders, not the other way around. The principal must set and support the expectation that student work will be done and stored using technology. Principals must ensure that families and the public are kept informed about the school's goals and progress relating to its use of technology as a learning resource. The principal must be an active and public champion for all students, staff members, and the school in moving the vision of fully integrating learning technology for the second decade of the 21st century.

The role of an individual teacher in a school is like a player on a football team: all teachers are vital, but the culture of the school is even more important for the quality of the school

If  a teacher was the most important single factor in improving quality of education, then the power of a school would indeed be stronger than children’s family background or peer influences in explaining student achievement in school.

Most scholars agree that effective leadership is among the most important characteristics of effective schools, equally important to effective teaching. Effective leadership includes leader qualities, such as being firm and purposeful, having shared vision and goals, promoting teamwork and collegiality and frequent personal monitoring and feedback. Several other characteristics of more effective schools include features that are also linked to the culture of the school and leadership: Maintaining focus on learning, producing a positive school climate, setting high expectations for all, developing staff skills, and involving parents. In other words, school leadership matters as much as teacher quality.

conclude that most school leaders can’t identify or explain what constitutes good teaching, much less come up with helpful suggestions for improvement

If we’re going to improve the quality of learning for all kids, we have to develop the expertise of those teachers we have in our ranks.”

hen they must guide, support and nurture teacher learning just like we expect teachers to do for students.”