Instructional and transformational leadership is reportedly required to improve the mathematics outcomes of students in low socio-economic status school communities. This study of 43 schools in two networks of schools in rural Victoria explored leadership practices and found evidence to support both these leadership approaches along with distributed leadership practice. School leaders established network and school structures and relationships at various levels of the network and school organisation to enable and support ongoing improvement in teachers’pedagogical content knowledge and teaching practice and to build the leadership
capacity of teachers within their schools. The leaders’ knowledge of effective mathematics teaching practice enabled them to mentor teachers in their school or team and to support the practices of professional learning teams within their school.