Leadership to promote and implement educational change has not been uniform. Knowledge about the qualities of the individuals who have successfully implemented such strategies has been minimal. If the educational community has knowledge of successful strategies and programs, why is there limited implementation? Did the leader make the difference? What are the characteristics these people possess that enabled them to change their districts and schools?
Although knowledge is limited on what types of leaders are needed, there are a number of assumptions about leadership. In educational organizations there is an assumption that leaders of educational change should be both leaders and managers. "We expect both leadership and management from the same individual" (Manasse, 1986, p. 153). This idea may arise from districts' and schools' structures where superintendents and principals are the primary administrator. Nevertheless, "while we can distinguish management from leadership conceptually, in reality we often find the two roles coexisting in the same positions and the same person" (Manasse, 1986, p. 153). For example, a principal is often responsible for the school's vision as well as the practical steps needed to attain that vision. Teacher leadership also 'coexists' in one person. Traditional teacher leadership roles, such as department heads and textbook adoption committee chairpersons, have been performed by teachers who were responsible for teaching as well as providing leadership (Bellon & Beaudry, 1992; Boles & Troen, 1992; Wasley, 1991).
Another assumption about leaders who change their organizations is that only administrators will be leaders. However this assumption, that change comes only from individuals in top positions, "ignores the invisible lea ...