Recent scholarship (Knapp, Copland, Honig, Plecki & Portin, 2010; Louis, Leithwood, Wahlstrom, Anderson et al., 2010) demonstrates the impact of school leadership on student success. Using the research model of the ISSPP (Day, 2010), a team of researchers utilized a dynamic approach to identify leadership practices and beliefs that could be attributed to rises in student achievement and diminishing achievement gaps. In this paper, we present a cross-case analysis of three elementary schools in the southeastern US. Our findings highlight one particular aspect of these practices and beliefs: spirituality
