In this article we draw on a recent book that we edited (School Leadership and Education System Reform, Earley and Greany, 2017), which draws together perspectives on research, theory and practice in relation to school leadership in England today from a range of contributors.  This article pulls together a number of themes from the book, but particularly those that relate to leadership and professional development.  It argues that educational policy in England and many other parts of the world currently revolves around two inter-connected challenges: a paradox and a quest.