Shared School Leadership

Leadership Notes:   RSA animate video

Traditional leadership is based on either the personality or traits of an individual – ‘the’ leader, who holds a position at the top of the organizational structure.

Shared School Leadership is an alternative to the traditional hierarchical model of school leadership. Shared School Leadership begins with the development of leadership capacity in the entire professional staff of a school. Leadership becomes a shared responsibility of the principal, teachers, parents and students. Shared leadership is focused by a shared vision, directed by data that support decision making and practices, monitored by reflective practice and aimed at improving student achievement. The concept of shared leadership is greater than the sum of the leadership roles of the individuals who share it.

Leadership capacity is therefore defined as the organization’s capacity to lead itself and sustain that leadership when key leaders are replaced. It is an organizational concept rather than a personal characteristic.

a) a group of educators who are skilled leaders

b) a clearly defined and shared school vision

c) structures and processes designed to generate inquiry and gather information

d) broad involvement, collaboration and collective responsibility

e) continual reflective practices that lead to action

f) action that improves student achievement

Defining the foundations

a)  a group of educators who are skilled leaders

The understanding and skills of those in the group extend beyond those associated with a particular innovation. Group members have an understanding and skills of ways to transform others into leaders, to negotiate real change and to deal effectively with conflict. The group could be described as adult learners.

   
b) a clearly defined and shared school vision.

The group members learn together, construct meaning and knowledge collectively and collaboratively. The focus is on surfacing, testing and improving mental models. Group members collaborate to define future expectations for the school and articulate their vision and communicate it to colleagues, students and parents.

c) structures and processes designed to generate inquiry and gather information.

Common time is allotted for group members (teams) to meet. Access to information and opportunities for theoretical research and data collection are supported. Assistance is provided for data analysis.

 
d)  broad involvement, collaboration and collective responsibility.

The group attends to team building tasks such as conflict resolution, consensus building and reciprocal learning. Relationship building, assignment of tasks and redistribution of authority are considered essential. Opportunities for coaching and mentoring are provided.

e) continual reflective practices that lead to action.

A variety of reflective practices are encouraged - reflection on mental models, reflection in action, reflection in practice, and collective reflection. Reflections contribute to analysis and support planning and action. 

f) action that improves student achievement

Improvement of student achievement drives strategy development, resource acquisition, and staff in-service. Student outcomes are articulated in implementation plans. Student achievement is based on authentic learning, attends to products and performance such as positive student involvement (attendance, behaviour, satisfaction) and resiliency behaviours (self direction, problem solving, social competence, goal orientation, critical thought) as well as academic excellence.
Staff efforts focus on equity and sustained improvement.