IMPLICATIONS FOR TEACHER EDUCATION This paper provides an overview of major pertinent issues in the comparative context of Poland and England concerning the task of school leadership in highly disadvantaged communities. It also points towards possible Teacher Education (TE) issues arising. It also seeks to build where possible on our previous school leadership research. This area of study is recognised by policy-makers and practitioners alike as a crucial one (eg in the recent Commission of the European Communities policy paper for the European Parliament entitled "Improving the Quality of Teacher Education"). School success in these circumstances necessarily involves the provision of a school environment capable of lifting-up poor communities in inner cities, with implications for TE and policy-making. This overview paper is part of the initial formulation stage of a joint research project bwteen the University of Lodz (Poland) and Sheffield Hallam University (UK). The four working research questions at this stage are: 1. What is perceived to be successful school leadership in highly disadvantaged contexts? 2. How do school leaders view the school's role in raising the social capital and educational outcomes of their local communities? 3. What comparative policy and practice implications arise? 4. What TE strategies need to be put in place? This research aims to examine the role of school leaders in raising the social capital and educational outcomes of the local communities in a comparative context (England and Poland) and to disseminate outcomes amongst practitioners in both countries potentially to affect practice in these challenging contexts. We would also aim to advance theory and policy development in this area of working through joint writing and international conference presentation of the work. There is an urgent need to establish the role of school leaders in developing social and educational capital in highly disadvantaged communities. This remains a challenging and relatively under-researched area internationally. Comparison of issues and practices between a relatively established EU country (the UK/England) and a recent enlargement member (Poland) have great potential in providing pointers to successful practice in this area of working.

The research will employ mainstream qualitative methods within a case study design to facilitate comparative results between two communities (one in Poland, the other in England). It is envisaged that the study will examine situations where there is perceived school success in raising performance in challenging circumstances, through "joined-up" efforts across agencies, schools and local communities. We take the view that school leadership/improvement and the building of social capital of a school's community are potentially reinforcing of each other and this paper points to possible areas of theory, practice and policy development in this area of work and develops broad areas of TE development that are likely to flow from these. These possible areas of development particularly focus on the following aspects of successful school leadership: -Encouragement of co-operative working between families of schools; -Development of shared values; -Encouragement of school success; -Fostering of high-quality teaching and learning; -Building trust and putting the school at the heart fo the community; -Making a difference to the school's context and environment; and -Maximising local community input and parental involvement Each case study report is intended to describe the school, what it has accomplished and the major changes that led to success. Each case study will begin with background information concerning the school and the community. The majority of each case study report will be devoted to: i) the description of the topography of the school - school organisation, management strcuture, curriculum, extra-curricular and support programmes, and success; ii) school principal's perceptions - biography and narrative profile; iii) characteristics, qualities and strategies of successful leadership and management aimed at integrating pupils from different social and cultural environments, at building the individual and organisational commitment of all staff, and at raising levels of achievement; and iv) beneficial effects upon school culture, pupil behaviour and the local community.

The paper initially provides a summary overview of the nature of highly disadvantaged communities, and the challenges faced by school leaders working in these types of contexts. Major policy and practice issues impacting on schools and their communities in Poland and England in these contexts are then examined. An overview is then given of the potential relevance of the term "social capital" for professionals seeking to raise educational outcomes in these circumstances, and for their school practice. Finally, broad theoretical, policy, and practice outcomes are examined, together with their possible TE implications, and possible ways forward suggested.