"At the school level, the moral imperative of the principal involves leading deep cultural change that mobilizes the passion and commitment of teachers, parents, and others to improve the learning of all students, including closing the achievement gap."

As an early part of this effort, the principal must improve the relationships of trust in the school. Citing Trust in Schools, he lists the components of trust as respect, competence, personal regard for others, and integrity.  Without trust, collegial efforts cannot move forward. 

Developing trust requires actions consistent with role obligations, including confronting inadequate performance. Failure to confront inadequate performance is tolerated and even preferred by many teachers. But, committed leadership must be willing to face the challenge of getting the right people on the bus.

Fullan's example of the deepest level of change leadership is a principal that focuses on the passion of teachers, looking for crusaders. He raises the question of how long individual school success at this level can  be sustained under current system policies (leadership turnover, lack of reward for the effort, etc.)

He seems to suggest that a focus on disaggregated achievement data, especially if coupled with comprehensive survey systems, can force leadership to deeper levels.  I would agree that a robust, finely-grained system of metrics can provide incentive for change.