• cutting-edge writing on educational leadership, including instructional supervision, curriculum and teaching development, staff development, educational administration and more;
• an alternative voice: reports of alternative theoretical perspectives, alternative methodologies, and alternative experiences of leadership;
• a broad definition of leadership, including teachers-as-leaders, shared governance, site-based decision making, and community-school collaborations;
• an international medium for the publication of theoretical and practical discussions of educational leadership, across a range of approaches, as these relate to ethical, political, epistemological and philosophical issues;
• a forum for researchers and 'practitioner-researchers' to consider conceptual, methodological, and practical issues in a range of professional and service settings and sectors.

Each edition of the journal will be divided into three main sections:

1. Research
This section will contain peer-reviewed 'reflexive' theoretically-based papers (around 5000-8000 words), debating and exploring theoretical and methodological issues, across a range of disciplines, methodological approaches and substantive topics. In addition, as the Editor deems appropriate, overview or review articles will be commissioned from a leading author, discussing debates or the state of the art in relation to an area of educational leadership.

2. Practice
This section will contain shorter pieces from both academics and other practitioners (around 2000-5000 words) concerned with the application of research methodology among a range of professional and service sectors (for example, action research and practitioner research). These papers will be subject to peer or editorial review, as appropriate.

3. Commentary
Timely, provocative, and profound commentary; which may elicit responses - a running dialogue.