The other organiser in the model is the level of impact on student outcomes, with three levels noted:
impact from teaching and learning, from leadership, and from context. Note that this is not an organiser
in terms of school outcomes as the impact on these comes mostly from the leadership and the teaching
and learning levels, with relatively less influence from context and with this less controlled over this
influence (for example, in community judgement on school reputation, or level of government funding
assistance). It is also true that the school and student outcomes have a reciprocal effect (e.g., teacher
quality influence student outcomes, and student outcomes influence reputation/success), and so school
outcomes is placed between level 1/how and outcomes/what, with a dotted border used to indicate the
specialness of this group.The “how” element in Figure 1 includes areas of action associated with leadership and teaching and
learning, and the “why” element is associated with the context in which schools operate, both of which
are discussed in detail below.