SCHOOL ADMINISTRATORS choose, from a learners’ view (ALV), the level of learning likely to occur in their schools. They do so by the extent to which they adopt and adapt ALV to guide operation of schooling.
This view of choices for using or not using ALV to accelerate, increase, and deepen learning promptly in schools narrows the discussion of academic performance levels of schools to a series of choices simple to state, but awkward to implement.
Arguably ALV provides a standard for redefining and assessing school leadership in terms of academic performance levels. This standard provides a way for leadership to demonstrate ways of fulfilling the promise and validity of that name.