What is distributed leadership
Why is it essential to Head Teachers today
ITfC presentation at workshop of Bengaluru South 3 HMS at GHS Konapanna Agrahara on July 2015
2. Industrial age schools in Information Age
● Schools and school systems were designed in an industrial age
and were relatively stable. Now, in the information age, school
systems have grown complex, unpredictable and uncertain. For
example, school leaders face many conflicting assumptions
about what is wrong with schools and how to fix them
● (Information age – ICTs disrupting systems, institutions and
processes on a wide scale and rapidly – media, government,
business)
3. School leadership is now more complex
● Leaders’ responsibilities have increased and now include:
● Instructional leadership for student learning
● Human resources leadership for teachers (Staff support and development)
● Community leadership for developing and sustaining a collective vision for the
school (Community support both SDMC and other local institutions)
● Resource leadership for getting fiscal, physical, technological and community
resources
● Administration leadership for working with supervisors, managing local and state
politics; understanding, and applying policy
● Change leadership for identifying gaps between current and desired outcomes,
analyzing underlying problems, balancing competing interests, strategizing and
implementing appropriate changes.
4. Leadership style must change
● Hierarchical leadership strategies have grown increasingly ineffective for
contemporary educational leadership.
● Distributed leadership theory Leadership occurs through many individuals
across the organization. It acknowledges the complexity of school; the diversity,
interdependence of the participants within it; and cultural values of democracy.
● Distributed Leadership in Theory: Seven indicators
– Shared responsibility,
– Shared authority,
– Synergy,
– Leadership capacity,
– Organizational learning,
– equitable and ethical climate and
– macrocommunity engagement.
9. ●Culture of learning.
● To make sense of the context, the needs, priorities and diverse expectations
● Shallowdeep learning model, we reject the shallow, which focuses on
memorization, information, replication, extrinsic rewards, compliance, dependence .
. . and embrace deep learning, which focuses on dialogue, reflection, linkages
between theory and practice, the use of expert professionals, and the like. In our
programmes we emphasize skills, like listening, dialogue, engagement
● School leaders learn how to create shared meaning with their staff. They come to
realize that the adult pedagogies can be translated into their curriculum and change
the pedagogies that they use to instruct children.
● Leaders have a responsibility to develop their colleagues. Therefore, they train and
encourage experienced leaders to develop schools as professional learning
communities to build the next generation of leaders
10. ●Culture of learning.
● To make sense of the context, the needs, priorities and diverse expectations
● Shallowdeep learning model, we reject the shallow, which focuses on
memorization, information, replication, extrinsic rewards, compliance, dependence .
. . and embrace deep learning, which focuses on dialogue, reflection, linkages
between theory and practice, the use of expert professionals, and the like. In our
programmes we emphasize skills, like listening, dialogue, engagement
● School leaders learn how to create shared meaning with their staff. They come to
realize that the adult pedagogies can be translated into their curriculum and change
the pedagogies that they use to instruct children.
● Leaders have a responsibility to develop their colleagues. Therefore, they train and
encourage experienced leaders to develop schools as professional learning
communities to build the next generation of leaders
Notas do Editor
How is BA able to manage all teachers beign sent to training
How is Adugodi work as a team
Accomadation of teachers special needs
Accomadation of student special needs