This report maps out activities and supporting conditions in states, districts, and schools, that enable educational leadership to exert productive influence on learning. The report draws together threads from the research literature and from practical experimentation in a variety of states, districts, and schools, as described in greater detail within six reports that comprise the Improving Leadership for Learning series. From these sources, the report authors offer an overview of the systems of "leadership support" that guide leaders' efforts to improve the quality of teaching and learning in schools across the nation. This report is a companion to the six "state-of-the-field" reports. It offers an integrative framework, based on insights from scholarly literature, related theory, and practical activity--much of it summarized in the six reports--that can inform efforts to improve the quality of leadership and leadership support. The framework also presents a way of understanding how the different aspects of leadership and leadership support activity that fall within the areas addressed by the six Leadership Issue Groups connect to one another. Without a clear sense of these interconnections, efforts to improve leadership are at great risk of fixing the parts, but not the whole, of the leadership act. The ultimate goal of the paper is to stimulate thinking and inform ongoing attempts to improve the quality of leadership practice, and thereby the quality of teaching and learning in the nation's public schools. An appendix contains: Hector's Mathematics Lesson--Reprise. (Contains 7 figures, 3 tables, and 45 endnotes.) [This report was commissioned by the Wallace Foundation.]