Learning-centred leadership is concerned with understanding how leaders influence the quality of learning and teaching in classrooms. The best evidence we have in this country and elsewhere suggests that a learning-centred approach to leadership makes a difference to pupils, staff and the school. We also know that many leaders are already doing this.

All leaders, be they heads, deputies, members of the senior leadership team or heads of departments, key stages or subjects, need to be able to answer one key question:

How do you make a difference to learning and teaching?

We have been exploring how leaders make a difference and what we have found we have called learning-centred leadership. We have adopted this title because such leaders focus on pupils' learning, progress and achievements, and use this knowledge to support teachers and their development.

Visit the learning-centred leadership website

We need lots of leaders in school, engaging in peer leadership amongst teachers, learning assistants and support staff. If lots of leaders are empowered then we can make schools powerful learning organisations for all.

However, if leadership is to be widely distributed, what needs to be distributed? We do not just need many leaders; rather leaders of a particular type. Schools may not require more strategic leadership, but they do need as many leaders as possible making a positive difference to what happens in classrooms - learning-centred leaders.

Therefore, distributed leadership is about developing many learning-centred leaders. It is about increasing the density of leadership so that everyone has access to facilitative leaders who can help them articulate and analyse their professional experience and act on it to improve the quality of teaching.