Since lower secondary schools in Switzerland remained almost unchanged over many years, a reform movement aroused in some individual schools. These schools changed their style of edu-cation and teaching in the way that students work actively and independent on individual tasks and themes in learning environments, called "Lernlandschaften". Further, all these schools join a network and actively support each other for a common development. For example, they organ-ize congresses where teachers offer workshops for each other. In the context of the project ‚International Sucessfull School Principal Project' (ISSPP) (Day 2014) we analyze the leadership behavior of principals, whose schools are members of the net-work. In particular, research questions to be addressed were: How is the connection between leading, learning and innovation and additionally, how has the new understanding of learning developed and established within these schools. To focus on this research questions, case studies were developed. First findings show, distinguishing this from the old model (I.e. traditional schools) highlights the risk of the new model acting as a closed system. Discussing the collected data and the role of leadership with regard to "Leadership for learning" (Townsend and MacBeath 2011) this papers examine new perspectives of connections between leading, learning and innovation. It also stresses out opportunities as well as risks in terms of leadership for learnings, the autonomy movement (Salokangas and Ainscow 2018) and Profes-sional Learning Networks.

Day, C. (2014). Leading Schools Successfully: Stories from the field. London: Routledge. Salokangas, M. & Ainscow, M. (2018). Inside the Autonomous School. Making Sense of a Global Educational Trend. London & New York: Routledge. Townsend, T. & MacBeath, J. (2011). International Handbook of Leadership for Learning, Springer International Handbooks of Education. Heidelberg, , London, New York: Springer.