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The paper evaluates LEP’s value proposition and critical components, using comparative analysis to reflect on model-specific challenges and its notably selective reach. It links school leadership to improved student outcomes by strengthening teachers’ professional engagement and instructional practice adoption. The study recommends borrowing mentoring and networked learning structures to scale distributed, lateral leadership across schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/leaders-in-education-program-the-singapore-model-for-developing-effective-principal-ship-capability/599798/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/leaders-in-education-program-the-singapore-model-for-developing-effective-principal-ship-capability/599798.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Leaders in Education Program (LEP) in Singapore designed to achieve?","Question",{"text":112,"@type":113},"LEP is a six-month full-time executive program intended to develop principal-ship capability for specially selected vice principals and ministry officers, anchored in people leadership and instructional leadership.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper argue that school leadership matters for student outcomes?",{"text":117,"@type":113},"Leadership is described as strengthening teachers’ engagement in professional communities, which promotes instructional practices associated with student achievement. 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Planning ahead is not sufficient; being able to interpret and plan the future into strategic responses is a huge focus in educational development today. The Leaders in Education Program (LEP) is a 6-month full-time program, which aims to prepare highly capable vice principals and ministry officers in Singapore for principal-ship. This paper examines the value proposition and critical components of the LEP, and through a comparative analysis, it critically reflects on the challenges associated with this model. While the LEP has gained worldwide admiration for heightening participant’s awareness of the interactive nature of the “roles” and “minds” of school leadership, this model is found to be “especially selective,” attracting just 5% of the intended population. In order for a larger pool of school leaders to benefit, this paper recommends the ‘borrowing’ of mentoring and networked learning structures to level up distributed and lateral leadership within and across schools.  \nThis should gradually develop a culture of leaders growing leaders as a way to ensure scalability and sustainability of leadership talent.  \nIntroduction  \nMany countries struggle to transform their educational systems to adequately prepare their students with the knowledge, skills and disposition to thrive today. School leaders are thus more than just good managers; they are leaders of schools as “learning organizations”(Darling Hammond, Wei & Andree, 2010) . They need to be educational visionaries, instructional leaders, supervisors of policy mandates and initiatives and even community builders (DeVita, 2010) . They are also expected to promote inclusive school cultures (Riehl, 2000) . The civic community at large is increasingly aware that effective school leadership is central to large-scale education reforms and improved educational outcomes (Leithwood & Jantzi, 2005). Many of these leadership attributes are positively related to student achievement, learning and attitudes (Cotton, 2003) . This was also reported by the Wallace Foundation in 2011, which highlighted the empirical link between school leadership and improved student achievement.  \nNotably, leadership effects on student learning occur largely because leadership strengthens teachers' engagement in the professional community, which in turn, promotes the use of instructional practices that are associated with student achievement (Wahlstrom, Louis, Leithwood & Anderson, 2010) . The extent to which a principal is aware of how a school functions and is able to address existing and potential problems is critical to student outcomes (Waters, Marzano, & McNulty, 2003). In view of this, effective leadership means more than knowing what to do—it is about knowing when, how, and why a certain course of action is taken.  \nIn the last 15 years, there have been numerous shifts in education policies in Singapore. Principals are expected to be role models in providing a Student-Centric Values-Driven education, where developing 21st-century competencies and providing multiple pathways of success to every child is seen as a fundamental tenet of schooling (Teo, 1998; Tharman, 2006). In view of this, principals must be able to determine what a specific policy means to the school, their students and the community at large. In addition, reform efforts should also focus on changing the cultures of the classroom and the schools so as to improve the quality of education (Fullan, 2007) . Former Education Minister Teo Chee Hean said that principals must be pro-active enough to want to “cook their own food instead of waiting for the central kitchen to serve up a complete meal”(Teo, 1999) . This new educational agenda dema","cbCairlnkf3rcLaT","https://ap.wps.com/l/cbCairlnkf3rcLaT","pdf",563030,17,"English","# Introduction\n# Leaders in Education Program","[{\"question\":\"What is the Leaders in Education Program (LEP) in Singapore designed to achieve?\",\"answer\":\"LEP is a six-month full-time executive program intended to develop principal-ship capability for specially selected vice principals and ministry officers, anchored in people leadership and instructional leadership.\"},{\"question\":\"Why does the paper argue that school leadership matters for student outcomes?\",\"answer\":\"Leadership is described as strengthening teachers’ engagement in professional communities, which promotes instructional practices associated with student achievement. Leadership also helps principals address existing and potential problems that affect outcomes.\"},{\"question\":\"What challenge does the paper highlight about the LEP model?\",\"answer\":\"The paper notes that LEP is “especially selective,” reaching only about 5% of the intended population despite worldwide admiration for its focus on the interactive nature of school leadership roles and minds.\"}]","Leaders in Education Program - The Singapore Model for Developing Effective Principal-ship Capability | PDF",1792089462,43]