In this article we develop the arguments of Glatter on the importance of adopting a more "organisation-oriented" approach to educational leadership development. Through a critical review of current publications and national courses in the field, we argue that educational leadership is still very skills focussed at the expense of more sophisticated understandings of organisational context. This skills focus, or "agency without structure", as Glatter puts it, encourages a "can do" culture of simplistic solution-seeking rather than appreciation of complexity and paradox in the leadership experience which can produce better judgments. To identify such "understandings", we then examine five traditions of thinking about "organisation" through their related literatures. The first four, thinking psychologically, thinking structurally, thinking culturally and thinking politically, build on organisational "frames". The fifth literature explores how these frames are constantly and variously brought into play through "complex responsive processes" of organising in our daily work lives. Implications of this more organisation-focussed approach for educational leadership development are discussed through examples from the authors' own research and teaching. (Contains 1 table.)