Originally, the notion of distributed leadership came from cognitive and social psychology, which suggested that cognitive processes are better understood when they are distributed across the members of a social group. Therefore, the primal aspect of distributed leadership is social context and the interrelationships. The modern concept of distributed leadership appeared in the late 1990s and early 2000s.
Looking at the literature on distributed leadership, we find a huge number of different interpretations of this term (Harris, 2008). Moreover, the idea of distributed leadership is crossing with other similar ideas as shared, democratic or delegated leadership, which may lead to misuse of the term. This word distributed leadership has become
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He illustrates how standard-based reform required fundamental changes and redefinition of leadership, which he called “large-scaled improvement”. His model of distributed leadership is connected with instructional improvement and school performance. Elmore (2000) stated, “Distributed leadership […] derives from the fact that large scale improvement requires concerted action among people with different areas of expertise and a mutual respect that stems from an appreciation of the knowledge and skill requirements of different roles” (p. 35-36). In other words, he defined distributed leadership in terms of multiple sources of individual expertise to accomplish common goals and solve the problems. Thus, both Gronn and Elmore shared the idea of using individual expertise, skills and knowledge in order to complete different …show more content…
First, distributed leadership gives an opportunity for many people to exercise leadership and take up responsibilities, which significantly extends the boundaries of leadership and makes them open and fluid (Harris, 2004). Second and very important, distributed leadership keeps the role of formal structure and formal leader, who has to promote a method which holds different parts of the organisation collectively in a way that will result to a beneficial interrelationship among them, and make each one of them to be responsible for those results. The main task of the leader is to create opportunities, facilitate and support this process (Harris, 2004) and to understand and enhance the skills and knowledge of people in the organization (Spillane, 2006). The leader has a role, not of “a chief doer”, but of “an architect of organizational leadership” (Lashway, 2003). The formal leader must recognize relationship between leadership and organizational structures, the vision of the school, and its culture. (Harris, 2004 / Elmore, 2000). The primary trait of this culture is collaboration, underpinned by high level of trust, mutual respect and transparency (Silcox, Boyd 2016). Third point of agreement is that distributed leadership mainly focuses on development of instructional leadership, rather than other organizational functions. (Timperly,
Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
Frank, V. V. (2009, September). Framework for Improvement: Effective School Leadership Translates into Increased Student Learning. The Learning Principal: National Staff Development Council , pp. 2, 6-7.
DEVELOPMENT & IMPLEMENTATION OF A SHARED VISION: Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students, (1C) Implementing the Vision connection to my action plan. I collaborate with key stakeholders with the intention of fostering a shared vision, one that is proactive in nature. Proactive interventions, such as the development of a BIP will aid in a shared vision of learning and growth for all students regardless of ability levels. INSTRUCTIONAL LEADERSHIP: Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth (2C) Supporting Teachers to Improve Practice (2D) Feedback on Instruction, directly relates to my action plan as I will engage in open collaborative conversations with teachers, administrators, and essential staff members. I will conduct informal classroom observations with the intension of providing feedback, constructing classroom materials, dispersing information. EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices (6A) Understanding and Communicating Policy correlates with my action plan. I will inform all essential members of the current legal mandates established by federal law, as safeguarding student
Collaborative leadership is defined by a process, rather than what leaders do. Collaborative leadership can be implemented
Leadership has been defined in different ways, a definitaion of leadership that would be most commonly accepted would be “the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organization…”(House et al., 1999, p. 184 as cited in Yukl, 2013, p. 19). After a comprehensive review of different leadership literature, Stogdill (1974, p. 259, as cited in Yukl, 2013, p. 18) concluded that “There are almost as many definitions of leadership as there are persons who have attempted to define the concept." Leadership can be viewed from two different angles one is shared influence process and other as a specialized role. Researcher who view leadership as a specialized role consider attributes as a factor in selecting a designated leader. On the contrast, theorist who emphasises on influence process considers “Leadership” as a social process or a pattern of relationship.
Yukl, G. (2002). Leadership in organizations. Upper Saddle River, NJ: Prentice Hall. p. 1-19. Retrieved from http://www.blackdiamond.dk/HDO/Organisation_Gary_Yukl_Leadership_in_Organizations.pdf
The leadership is a privilege and it is such a privilege and an honor which will carry the tremendous responsibility which will inspire others to direct them to accomplish goals and vision of the organization. Leadership is about influencing the people, by producing direction, purpose and motivating in order to accomplish the mission, vision and improving the organization. The leadership philosophy is evolved based on the experiences, both positive and negative, in most of the initiatives and activities that we undertake. It is also one among the collaboration and teamwork within which the team members can utilize each other’s strengths to counter the weaknesses of the individuals. By observing, introspecting and experimenting we can developed a leadership paradigm which is inclusive, collaborative and proactive. We can develop the ability to recognize which will approach in order to reach the productive conclusion. The great leaders know their limitations and are capable at utilize their strengths and also the strengths of others to compensate.
Discuss the role of leadership and how it can impact organizational performance. The role of leadership is the most important part of an organization. Leadership is having the ability to influence people to trust, believe and follow the vision. There are several different types of leadership styles such as transactional, leader- member exchange, and authentic to name a few. Transactional leadership appeal to an employee’s self-interest which involves motivation in some way to get the employee to do what is needed. This leader mostly deals with employees achieving a goal, then being rewarded for accomplishments. “Leader-member exchange suggests that leaders develop different relationships with each of their subordinates through a series of work-related transactions.” (Hellriegel and Slocum, 2011, p.323) This leadership is a type of bonding between leader and employee or obligation to each other. Authentic leadership deals with a person’s knowledge of self, their beliefs, values, and acting on a clear faith system through honesty and communication with employees. This leadership is more personal than the others because it pulls from an individuals’ personal belief value system.
This paper is intended to explain where collaborative leadership is used, what characteristics it possesses, and the benefits and disadvantages of using it. It will also summarize what types of people are collaborative leaders and the qualities they have that make them one.
This paper will describe two studies, one quantitative and the other a mixed method, which dealt with aspects of educational leadership. The studies chosen for review were conducted by Bush, et al. (2005), a study that reported participant results in a Leadership Academy, and another by Somech (2005) in which the results of an investigational study of leadership styles, participative and directive, with regard to their impact upon managing school effectiveness. To offer a deeper understanding of the respective studies, a discussion follows that details the design rationa...
The concept of leadership arises out of the need for cooperative action by human beings to achieve certain goals. Leadership seeks to identify and deploy the groups’ pooled resources to tackle problems in order to achieve set objectives. While human beings are independent and capable of individual action, there are many situations in real life that require dependence on one person or a small group of people who have a broad view of the intervening issues enabling them to direct the actions of the rest of the individuals. The degree of success from this effort is a measure of the leadership skill present within a team.
In every institution the type of leadership style is important for a successful environment. In order to establish a successful school environment to compete globally, the leader should comprehend the basic leadership theories and styles (Glickman et al., 2010). The cultures at schools are important to the success of the students and overall of the school, but also can be very difficult to establish and maintain without the proper leadership knowledge (Waite, 1995). In United States many schools could be place in the categories of conventional, congenial, or collegial, because the strategies used for their leadership (Glickman et al., 2010).The chosen school could be classified according to different criteria and could be determine in which area their leadership pertains more. In order to analyzed and classify the leadership, it was imperative to observed the way the leader make decisions, the approached with the stakeholders, how the instruction is delivered, and how they realized their job (Marshall, 2005). In this analysis will be identify the category that this school will be, the school climate, the type of supervision and leadership.
”Leadership involves the exhibition of style or behavior by managers or supervisors while dealing with subordinates; leadership is a critical determinant of the employees ' actions toward the achievement of the organizational goals” (Saeed, Almas, Anis-ul-Haq, & Niazi, 2014). Leadership is a strength that initiates, inspires, and guides the cooperation and attitudes of others on the way to set vision. Leadership is influential and involves several styles of approaches that involve trust, accomplishment and focus to reach a projected result. Using and implementing the ideas of others motivates new thinking and gains the confidence to build the trust and encourage everyone to work to the same goals (Northouse,
middle of paper ... ... References Farr, S. (2010). The 'Standard'. Teacher leadership: The highly effective teacher guide to closing the gap. achievement gap.
Early descriptors as far back as Yuki (1989) describe it as "Individual members of a team engaging in activities that influence the team and other team members.". more recently All the descriptors of shared leadership point to a common theme moving away from one recognised leader with subordinates to a more collective team ethic. Much work has been done this century on teamwork and the emergence of shared leadership has in part arisen from that. There are valid arguments for selecting a number of different leadership models in view of the multifaceted nature of General Practice but perhaps the most relevant today is the distributed leadership model where there is more focus on the activity of leadership rather than the role itself.