All principals can learn and implement the actions and behaviors that have the biggest effect on student learning outcomes, namely: (1) to establish a clear schoolwide focus on delivering quality instructional experiences for all students; (2) to initiate, lead, and manage change in school processes, programs, personnel, professional learning, and other operations necessary to create better learning conditions and outcomes; and (3) to cultivate a purposeful school community that shares a united vision for what they want to be and a shared belief that, working together, they have what it takes to make that vision come true. These three overarching imperatives of effective school leaders--establishing a clear focus, leading and managing change, and cultivating a purposeful community--and the specific actions and behaviors that support each of them, were articulated from the research and analysis that serve as the cornerstone of McREL's Balanced Leadership® professional learning program for current and aspiring principals, school leadership team members, and central office administrators who supervise schools. Drawing on new educational leadership research and on insights gathered over the last few years while working with hundreds of principals, superintendents, and other leaders across the United States, McREL has recently updated the Balanced Leadership professional learning program. The program, now renamed Balanced Leadership for Student Learning™, has been reconfigured as four one-day sessions, with self-paced reflection and application activities before and after each session. This report reviews how Balanced Leadership got its start, what lessons McREL learned that reinforced how they think about leadership and have prompted the revisions made to the program, and describes the changes and four primary components of the Balanced Leadership for Student Learning program.