This thesis examines how two principals have led the transition from teaching and learning in conventional classrooms to teaching and learning in innovative learning environments. Key findings emphasise the link between leadership and learning to ensure the necessary knowledge, conditions, abilities, and skills to maximise student learning.

The study applies a qualitative case study approach focusing on two schools. Data are sourced from three interviews with principals and their leadership teams to help understand what helps and hinders the change process. A sample of teachers are interviewed alongside researcher observations, and document analysis at each site.

The thesis culminates with a change leadership model using the metaphor of a windmill as a possible scaffold for principals to use for collective buy-in. This model consists of four blades, each highlighting leadership actions to initiate, implement and embed change. These blades revolve around a central hub (the students) emphasising the moral purpose of change initiatives. The complexity of this work necessitates acknowledging the uniqueness of each school when planning actions for change. The metaphor of a windmill is pertinent for principals as leaders of change, responsible for developing actions when responding to the reality of their change contexts (the unexpected winds).