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Distributed leadership
3
Theme 1: Reflections on the achievement of equity and learning through current school leadership policies and practices
Theme 2: Profiles of school leaders in Europe; initial thoughts on the selection and preparation of school leaders
Theme 3: Reflection on the synergy between the requirements for school leadership and educational
policies; the role of school leaders onto educational policy design
Leaders have multiple roles in relation to policy: interpreters, creators of school policy, participants, objects, actors as buffers to external policy
The scope for school leaders to be part of partnerships involving researchers, policy, practitioner organisations (e.g. Finland, where the 3 are working well together; e.g. England - partnerships of non-state organisations are important to counteract too much government power)
Need for collaboration between stakeholders even in competitive contexts
Information/message to give:
• It’s bottom-up approaches that work not top-down
• Information needs to be conveyed in a way that enables policy-makers to learn
DL conceptualised and interpreted in different ways (in research we have to be careful/critical about the
use of terms)
Distributed Leadership
Focus on narrow output-based conception on equity
Contrasting factors from economic crisis influencing DL; Drive to innovation promotes DL; Idea of strong leader in a competitive world drives against DL
Need to get beneath the policies/structures
Very little research in some countries
If all contribute to leadership, all need preparation and opportunities for development
Important to study people’s understandings of DL
Development should not just be for the single leader but leaders as a group (e.g. a team)
Awareness of social justice issues, micro-politics; important part of leaders’ profile
Techniques of selection/appointment (e.g. rotational leadership) should be considered taking into account the context
Leadership is about building other people’s leadership capacity