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The past 25 years have witnessed the emergence of new conceptual models. In contrast with many earlier leadership models applied to school administration, these models focus explicitly on the manner in which leadership exercised by school administrators and teachers brings about improved educational outcomes. Two of the foremost models, as measured by the number of empirical studies, are instructional leadership and transformational leadership. This paper will synthesize findings from research on these models in an attempt to understand what we have learned about learner-centered leadership.