References

 Department of Education and Early Childhood Development. (2009). The Victorian Literacy and Numeracy Statement Retrieved from []
 * [[image:book4.gif width="137" height="165"]] [[image:book4.gif width="134" height="165"]] ||  ||
 * Burch. P and Spillane.J. (2003). Elementary School Leadership Strategies and Subject Matter: Reforming Mathematics andLiteracy Instruction //The Elementary School Journal, 103//(5), 519-535. Retrieved from http://www.jstor.org/stable/1002116

Department of Education and Early Childhood Development. (2009). Literacy and Numeracy 6-18 Month Strategy Available from []

Department of Education and Early Childhood Development. (2010). The Key Characteristics of Effective Numeracy Teaching P-6 Available from []

Department of Education and Early Childhood Development. (2010). The Key Characteristics of Effective Numeracy Teaching 7 - 10 Available from []

Gigante.N and Firestone.W. (2008). Administrative support and teacher leadership in schools implementing reform. //46//(3), 302-331. Heck. R and Hallinger, P. (2009). Assessing the Contribution of Distributed leadership to School Improvement and Growth in Math Achievement. //American Educational research Journal, 46//(3), 659-689. Mulford.B and Moreno.J. (2006). Sinking Ships, Emerging Leadership: A True Story of Sustainability (or the Lack Thereof). //The Educational Forum, 70//(Spring), 204-214. Robinson, V. Lloyd. C, and Rowe, K. (2008). The Impact of leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types. //Educational Administration Quarterly, 44//(5), 635-674.

Robinson, V. (2010). From Instructional Leadership to Leadership Capabilities:Empirical Findings and Methodological Challenges. //Leadership and Policy in Schools, 9//, 1-26.

Stringer, E. (2008). Action Research in Education (2nd ed.). New Jersey: Pearson Education ||  ||