This article explores how leadership can help to enable student voice to occur in schools. We find that the relationship between teachers and the school leader is a critical context for enabling voice. Specifically, we find that the following concepts were important for efforts to enable and foster student voice: (1) clear vision of school that is incorporated deeply into practice as 'the way we do things here'; (2) allowing opt-in strategies for teachers when possible; (3) recognizing that implementation across classrooms and personnel will vary depending on individual contexts, beliefs, and experiences.

PurposeThe purpose of this article is to provide a description as well as examples related to Essential 3 in the Second Edition of the NAPDS Nine Essentials.

Purpose The purpose of this article is to describe key aspects of and provide examples of Essential 6 of the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials.

Purpose The purpose of this article is to describe the important aspects and provide examples of Essential 5 in the Second Edition of the National Association for Professional Development Schools (NAPDS) Nine Essentials.

PurposeTo detail the revised Essential #1.Design/methodology/approachThis is a description and case study of Essential #1.FindingsThis article includes the following elements: details of the rationale behind the revisions to the Essential; highlights of the specific changes to the Essential; and definitions of the key concepts related to the Essential.Practical implicationsThis article provides the following: a “Deepening Our Learning” section, with a description of the Essential in action that might help others to integrate this ideal into their teaching and teacher education practices; and a reflection on potential impacts of the new elements of each Essential on existing or new PDS work.Originality/valueThis article provides a description and application of the revised Essential #1.