This paper aims to provide a critical history of the ISSPP, including trajectories of mutual learning within the network, and to reflect on the future progress. We will reflect on how and why the research agenda since mid-2013 has expanded to focus on principals in visible and invisible under-performing schools (Strand 2), and an examination of principals’ identities (Strand 3). Based on our analysis, we will show that the design so far, does not include critical analysis of the wider power structure in which principals’ work is embedded. In moving the research on successful schools and principals forward, we argue for identifying and mapping the many sources of leadership in the education system and the web of interactions created by these resources. It includes exploring how different modes of school governing are played out locally and how mechanisms of global trends and policy technologies construct educational leadership. We argue how and why future research can embrace how school principals and teachers engage in knowledge work and in shaping governing structures. Regarding methodology, it implies moving beyond seeing principals as tools for policy implementation and moving beyond an emphasis of the cognition of individuals.

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