Foster assumed three technologies of thought, namely the control of numeracy, of information, and of language. All technologies of thought are the terrain upon which power is played out. Such technologies of thought tend to be controlled by those in power. By using language, statistics and information to promote a view of public schools as in crisis, the corporate community can provide solutions to the crisis such as market-oriented educational policies or standardized testing. It is common also to rank school systems and their students by achievement test scores and by indexes of reputation and to feed this information to the media. This is not simply a neutral endeavor; rather, it is used to gain control over issues. The school has come to be seen in an almost totally instrumental way. This instrumental view would often relegate schools to being tools of the economy. Standards can be seen to have their origin in the drive to create school systems that produce effective workers who can compete ably in a global economy. When it drives out other valuable ends, it becomes much more problematic: driving out other ends is in effect the end of education. The technologies of thought affect the exercise of leadership in an individual school. Local initiatives to develop educational leadership are inhibited by rules, regulations, and social controls. The practice of educational leadership needs to be rethought, and leaders need to be aware of the values and purposes of self-governance in their school. Rethinking suggests the reconceptualization of schools, not as organizations but as communities. The need for community becomes urgent when we consider the consequences of its loss. We need to build learning communities in schools. Educational leaders should promote their members to share constitutive educational values and common educational projects.