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By Hermann T. Schlichting, Erich A. Truckenbrodt

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Yet capacity-building theories are complex and require administrators to be conversant with new approaches to leadership, change theory, instruction and professional development, whilst maintaining that which is already effective within schools (Silins et€ al. 2002). The purpose of this chapter is to explore the capacity-building strategies used by principals and headteachers to improve and sustain improvements in student achievement in US, English and Swedish contexts. Whereas the literature about leadership is replete with writing about values, expectations, structures, strategies, and roles and responsibilities, there is much less which focuses upon the relationships between these and the purposes and forms of capacity building.

Moreover, what is the contribution of capacity building to the growth and maintenance of professional learning communities which support trust, distributed leadership and learner autonomy for leaders, teachers and students. This chapter will, therefore, explore these relationships in the context of the work of successful school leaders and the interface among leadership, organisational and individual capacity building and trust. The chapter will provide illustrations, using data drawn from the extensive qualitative database of three (England, USA and Sweden) of the C.

Specifically, in England, accountability lies within a framework of national curriculum goals and standards, high-stakes testing, and open enrollments that reward schools with additional resources for increased enrollments. As part of national curriculum and testing mandates in the UK (Education Reform Act 1988), schools are inspected every 4 years by the Office for Standards in Education (OFSTED), and these inspectors have sweeping powers over leadership and management of the school as well as student academic performance.

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