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Author: Barbara Anne Setchel Publisher: ISBN: Category : Educational leadership Languages : en Pages : 131
Book Description
Author's abstract: Recent leadership literature calls for distributed leadership where the principal is not the sole leader in the building. Despite already being overloaded with classroom and other responsibilities, teachers are taking on leadership roles and school leadership is becoming distributed among many individuals. This study was an examination to discover how leadership becomes distributed in one rural Northeast Georgia elementary school recognized for its collaborative efforts to improve teaching and learning. A case study was conducted, and leadership practices were observed. Four questions guided this study: How is leadership distributed? What operational practices are in place so leadership can be extended to many leaders in the school? How do leaders complete their tasks? How have relationships between teachers and between the principal and teachers been affected as a result of distributed leadership? Data were gathered through individual interviews, focus group interviews, observations, and the analysis of documents. The data show that leadership becomes distributed in three ways: committee work, leadership based on expertise, and informal leaders engaged in leadership actions. Distributed leadership results from faculty meetings, task force meetings, and grade level horizontal team meetings. The results of this study suggest several implications for practice. First, the positional leader must be committed to distributing leadership among many individuals. Second, a collaborative culture must be in place in order for distributed leadership to occur. Third, everyone must be working toward the same vision and goals. Fourth, distributed leadership practices must be tied to student achievement, and fifth, practices must be embedded into the school culture to allow for distributed leadership.
Author: Barbara Anne Setchel Publisher: ISBN: Category : Educational leadership Languages : en Pages : 131
Book Description
Author's abstract: Recent leadership literature calls for distributed leadership where the principal is not the sole leader in the building. Despite already being overloaded with classroom and other responsibilities, teachers are taking on leadership roles and school leadership is becoming distributed among many individuals. This study was an examination to discover how leadership becomes distributed in one rural Northeast Georgia elementary school recognized for its collaborative efforts to improve teaching and learning. A case study was conducted, and leadership practices were observed. Four questions guided this study: How is leadership distributed? What operational practices are in place so leadership can be extended to many leaders in the school? How do leaders complete their tasks? How have relationships between teachers and between the principal and teachers been affected as a result of distributed leadership? Data were gathered through individual interviews, focus group interviews, observations, and the analysis of documents. The data show that leadership becomes distributed in three ways: committee work, leadership based on expertise, and informal leaders engaged in leadership actions. Distributed leadership results from faculty meetings, task force meetings, and grade level horizontal team meetings. The results of this study suggest several implications for practice. First, the positional leader must be committed to distributing leadership among many individuals. Second, a collaborative culture must be in place in order for distributed leadership to occur. Third, everyone must be working toward the same vision and goals. Fourth, distributed leadership practices must be tied to student achievement, and fifth, practices must be embedded into the school culture to allow for distributed leadership.
Author: Melissa A. Sadorf Publisher: ASCD ISBN: 1416632883 Category : Education Languages : en Pages : 248
Book Description
The role of the rural education leader is complex and demanding, but the rewards of serving in a rural school district are innumerable. Learn how to work through challenges and maximize success in this often overlooked and underresourced field. In the United States, the umbrella term "rural education" applies to diverse place-based contexts ranging from remote mountain communities to midwestern agricultural areas to southwestern mesas and beyond. One thing these varied environments have in common is the need for creative, solutions-oriented leadership. In The Resilient Rural Educator, award-winning superintendent Melissa A. Sadorf draws on her extensive experience teaching and leading in a rural school district in Arizona to identify issues unique to rural education and explore ways to capitalize on local resources to provide the best possible education for all students. Topics Sadorf investigates in depth include the following: • Juggling multiple district roles while maintaining efficiency and effectiveness • Recruiting and retaining staff, teachers, and administrators in a rural area • Connecting students and families with needed services and resources • Solving the challenges of limited access to utilities such as broadband internet • Navigating the role of the rural school as the hub of the community • Managing community partnerships for mutually beneficial results Rural school districts serve approximately one in five students across the United States—students who deserve an equitable education. The insightful, innovative, and comprehensive strategies found in this book will help you and your district deliver that education to them.
Author: Beverly Logan Publisher: ISBN: Category : Educational leadership Languages : en Pages : 0
Book Description
This qualitative research study explores distributive leadership practices used by Title 1 elementary school principals in the Northeast region of the United States. This study examines how principals traditionally rely on the hero complex of school leadership and solely accept the responsibility of school improvement and accountability of student achievement. The research highlights the discussion of different definitions of distributed leadership and its impact on student learning. The researcher used the definition of distributed leadership posited by Spillane (2005) as "first and foremost about leadership practice rather than leaders or their roles, functions, routines, and structures" (p. 144). The discussion in this study addressed the gap in research, specifically how distributed leadership can be used as a strategy for school improvement. The purpose of this phenomenological qualitative study was to examine the use of distributed leadership practices such as delegation of tasks as well as building capacity as tools for school improvement. Twelve elementary school principals were interviewed using a researcher created interview protocol based on the research questions and the theoretical framework. The study produced ten findings: distributed leadership as an investment in stakeholders, teachers as leaders in schools, intelligence being the character trait that one should possess to those who are delegated to, professional development, assessments, non-instructional practices, supportive environments, volunteers, follow-up, and building capacity. Finally, this investigative study offered three conclusions and six recommendations for policy, practice, and further research.
Author: Lisa Michele Smith Publisher: ISBN: Category : Educational leadership Languages : en Pages : 252
Book Description
Author's abstract: The researchers purpose of this study was to understand teacher engagement within four dimensions of the distributed leadership model in one school district mandated to implement distributed leadership. The researcher administered a Likert-scale survey, Distributed Leadership Readiness Scale, developed by Elmore and modified by Gordon, to 295 certified teachers with Bachelor or higher degrees within eight schools in one school district. Teachers were engaged in all four dimensions, including: mission, vision and goals; school culture; leadership practices; and shared responsibility. Most teacher participation occurred with the distributed leadership practices in mission, vision and goals and the least engagement within leadership practices. Elementary teachers are more engaged within the all four dimensions of distributed leadership practices than middle or high school teachers. Middle school teachers practice shared responsibility more than high school teachers. The researcher also analyzed differences in participation of leadership practices by demographics. The researcher found that female, veteran teachers with seven or more years in education within their school were involved in leadership roles and were viewed by others as leaders. Distributed leadership is a complex phenomenon with teachers engaged in all four dimensions. Second, teachers are most engaged in developing mission, vision, and goals, which provides a foundation for initiating a distributed leadership model. Third, teachers are somewhat reluctant about participating in leadership tasks. Fourth, trust, respect, resources, and time are barriers that influenced full participation in distributed leadership practices. Fifth, teachers in elementary schools are more engaged in distributed leadership practices than high school teachers. Elementary teachers have more trust, collaboration, and desire to participate in leadership. Finally, most teachers involved in distributed leadership practices are female, veteran teachers in formal leadership positions. Overcoming the barriers of time and resources, as well as establishing a trusting school culture, are essential to engaging teachers in distributed leadership practices.
Author: Gregory Edmond Jacobs Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 117
Book Description
Author's abstract: The purpose of this study is to determine the degree of the relationship between distributed leadership as perceived by teachers and the affective commitment of teachers. Participants in this study were administered an instrument containing two surveys, the revised Affective Commitment Scale (ACS) (Allen & Meyer, 1990) and the Leadership Density Inventory (LDI) (Smith, Ross, & Robichaux, 2004). The ACS was used to assess the participants' level of affective commitment, and the LDI was used to measure the practice of distributed leadership in the participants' schools. The surveys were distributed to teachers in fifteen schools located in four school districts in a rural, South Georgia Regional Educational Service Agency (RESA) district. The response rate for this study was 84.2%. A Spearman rho correlation coefficient was used to determine the degree of the relationship between distributed leadership and the affective commitment of teachers. The findings revealed that a moderate, positive relationship existed between the practice of distributed leadership and the affective commitment of teachers. Teachers showed a greater commitment to their schools when leadership was shared among all stakeholders, especially teachers.
Author: Michele R. Hayes Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 97
Book Description
Distributed leadership has been accepted as the term used to describe various forms of shared or collaborative leadership practices in schools (Harris, 2013; Leithwood & Mascall, 2008). Principals are charged with enacting this leadership practice, thus, suggesting a change effort that does not follow the typical hierarchical decision-making model which remains alive and well in most school districts today (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010; Every Student Succeeds Act, 2015; Harris & DeFlammis, 2016; Spillane, 2005). In this study, Weick's sensemeaking theory was used as a lense to understand the sense selected principals in a large urban, mid-western school district made of distributed leadership and enacting the practice within a large bureaucratic setting. Principal interviews, school leadership team observations, and local and state level document reviews emphasized the importance of clearly defining the term distributed leadership, recognizing what distributed leadership encompasses and creating a systemwide support for integrated implementation of the practice.
Author: Barbara Adams Publisher: ISBN: Category : Educational leadership Languages : en Pages : 280
Book Description
My study's findings demonstrated the framework's usefulness as an analytical tool to identify ways leadership was stretched over school leaders and followers to improve instructional practices in English/Language Arts, to examine how teachers were enabled to lead, how organizational routines and tools enabled leaders and followers to switch roles and how collective responsibility for student learning was cultivated. My study also examined how a principal enabled teachers to lead. Spillane and Diamond (2007) conducted research on distributed leadership in elementary schools. In their conclusions they cautioned against generalizing their findings to the secondary school level, stating that leadership is enacted differently depending on the grade level and subject area. They recommended further study of how leadership takes place by subject area. This study contributed to filling a gap in the research in that it was conducted at the secondary level, in an urban high school English department.
Author: Alma Harris Publisher: Springer Science & Business Media ISBN: 1402097379 Category : Education Languages : en Pages : 254
Book Description
Alma Harris The ?eld of school leadership is currently preoccupied with the idea of distributed leadership. Few ideas, it seems, have provoked as much attention, debate and c- troversy. Whatever your position on distributed leadership, and you cannot fail to have one, it is irrefutable that distributed leadership has become the leadership idea of the moment. Yet, it is an idea that can be traced back as far as the mid 20s and possibly earlier. So why the interest? Part of the answer can be found in a move away from theorizing and empirical enquiry focused on the single leader. This shift has undoubtedly been fuelled by structural changes, within schools and across school systems that have resulted in - ternative models or forms of leadership practice. Evidence highlights how those - cupying formal leadership positions are increasingly recognizing the limitations of existing structural arrangements to secure organizational growth and transformation (Fullan et al. , 2007; Harris et al. , 2008; Chapman et al. , 2008). As a consequence, many heads and principals are actively restructuring, realigning and redesigning leadership practice in their school (Harris, 2008). While the terminology to describe such changes varies, the core principle is one of extending or sharing leadership practice. While scholars have long argued for the need to move beyond those at the top of organizations in order to examine leadership (Barnard, 1968; Katz and Kahn, 1966) until relatively recently, much of the school leadership literature has tended tofocusupontheheadortheprincipal.
Author: James P. Spillane Publisher: ISBN: Category : Education Languages : en Pages : 216
Book Description
Distributed leadership has become an important term for educational policymakers, practitioners, and researchers in the United States and around the world, but there is much diversity in how the term is understood. Some use it as a synonym for democratic or participative leadership. This book examines what it means to take a distributed perspective based on extensive research and a rich theoretical perspective developed by experts in the field. Including numerous case studies of individual schools and providing empirically based accounts of school settings using a distributed perspective, this thorough volume: Explores how a distributed perspective is different from other frameworks for thinking about leadership. Provides clear examples of how taking a distributed perspective can help researchers understand and connect more directly to leadership practice. Illustrates how the day-to-day practice of leadership is an important line of inquiry for scholars and for those interested in improving school leadership.
Author: Barbara Anne Setchel
Author: Barbara Anne Setchel
Author: Melissa A. Sadorf
Author: Beverly Logan
Author: Lisa Michele Smith
Author: Gregory Edmond Jacobs
Author: Michele R. Hayes
Author: Barbara Adams
Author: Alma Harris
Author: James P. Spillane
Author: