Many models of school leadership have been developed. Some of these models are specific to education, while others, e.g. “transformational leadership”, are drawn from a wider research base. There are few agreed definitions of what is encompassed under each model. The various models reflect developments in thinking about what constitutes effective leadership in a school and advocate different ways of “doing” leadership in practice. The models are not mutually exclusive and it is quite possible that several models could be practiced in one school at the same time, to good effect. Now we speak about instructional leadership.