There is wide recognition that school leaders exert a powerful, if indirect, influence on teaching quality and student learning. In a review of literature for the American Educational Research Association, Leithwood and Riehl (2003) conclude that school leadership has significant effects on student learning, second only to the effects of the quality of curriculum and teachers’ instruction. Case studies of exceptional schools indicate that school leaders influence learning primarily by galvanizing effort around ambitious goals and by establishing conditions that support teachers and that help students succeed (Togneri and Anderson, 2003).