Leadership matters for school improvement (Leithwood & Jantzi, 2008). With the goal of improving outcomes for teachers and students, district and school leaders engage in many types of activities (Grissom, Loeb, & Master, 2013; Rigby, 2014). Moreover, educational leaders work inside complex organizations. Although districts typically operate in a bureaucratic manner, schools are framed as functioning in a loosely coupled manner (Coburn, 2004; Meyer & Rowan, 1977). Inside of these organizations, educational leaders bear responsibility for making decisions, building the capacity of other educators, and motivating change (Coburn, 2006; Gabriel & Woulfin, 2017; Grissom et al., 2013). To navigate the structures of school systems and attain challenging goals, leaders benefit from ongoing professional learning. Leadership development can occur in formal and informal ways. For instance, a formal coaching relationship can offer a new leader ideas and support that results in growth. And, informal networks formed during preparation programs can also enable development. Policy makers, reformers, and system leaders devote resources and attention to raising the capacity of educational leaders. However, many questions remain about how to develop and support leaders for the realities of school improvement. These include questions such as follows: How are districts and schools developing educators’ leadership skills and strategies? What are the experiences of aspiring and current leaders engaged in leadership preparation? And, in what ways do organizational conditions influence leadership preparation? This special issue addresses these questions in five articles that use organizational concepts to advance our understanding of the nexus of leadership, professional learning, and districts and schools as organizations. The articles grapple with the nature of leadership development for teacher leaders, aspiring and early-career principals, district instructional leaders, and superintendents; these leaders are situated at different levels of the education system and hold different types of power and authority. Each article is paired with a practitioner response, delivering reflective voices from current district and school leaders. Taken together, this issue tackles relevant, crucial questions concerning preservice and in-service leader preparation in districts and schools. Weiner and Woulfin apply concepts from sensemaking theory to explain how and why teacher leaders transferred ideas from professional development (PD) provided by an intermediary organization. This piece draws needed attention to the nature of 785535 JRLXXX10.1177/1942775118785535Journal of Research on Leadership EducationWoulfin and Kruse editorial2018

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编者介绍：领导力发展的组织视角

领导力对于学校改进很重要（Leithwood 和 Jantzi，2008 年）。为了提高教师和学生的成果，学区和学校领导参与了多种类型的活动（Grissom、Loeb 和 Master，2013 年；Rigby，2014 年）。此外，教育领导者在复杂的组织中工作。尽管学区通常以官僚主义的方式运作，但学校的运作方式却是松散耦合的（Coburn，2004 年；Meyer 和 Rowan，1977 年）。在这些组织内部，教育领导者负责制定决策、培养其他教育工作者的能力以及推动变革（Coburn，2006 年；Gabriel & Woulfin，2017 年；Grissom 等，2013 年）。为了驾驭学校系统的结构并实现具有挑战性的目标，领导者受益于持续的专业学习。领导力发展可以以正式和非正式的方式进行。例如，正式的教练关系可以为领导者提供新的想法和支持，从而促进成长。而且，在准备计划期间形成的非正式网络也可以促进发展。政策制定者、改革者和系统领导者将资源和注意力投入到提高教育领导者的能力上。然而，关于如何培养和支持学校改善现实的领导者，仍然存在许多问题。其中包括如下问题：学区和学校如何培养教育者的领导技能和策略？有抱负的和现任领导者在进行领导力准备方面有何经验？和，组织条件在哪些方面影响领导准备？本期特刊在五篇文章中解决了这些问题，这些文章使用组织概念来促进我们对领导力、专业学习以及作为组织的地区和学校之间关系的理解。这些文章探讨了教师领导者、有抱负的和早期职业校长、学区教学领导者和主管的领导力发展的性质；这些领导人位于教育系统的不同级别，拥有不同类型的权力和权威。每篇文章都与从业者的回应配对，提供当前地区和学校领导的反思性声音。总之，这个问题解决了有关地区和学校的职前和在职领导准备的相关关键问题。Weiner 和 Woulfin 应用意义建构理论中的概念来解释教师领导者如何以及为什么从中介组织提供的专业发展 (PD) 中转移思想。这篇文章提请注意 785535 JRLXXX10.1177/1942775118785535Journal of Research on Leadership EducationWoulfin and Kruse 社论2018