Dr. Connie Lorthridge at University of Phoenix stated that
distributive leadership assigns roles and responsibilities. She made the point
that this is very different than assigning tasks. I believe that this is an
important point to make clear.
Leadership, coaching, teamwork,
instructional planning, staff development, parent involvement, and curriculum
design are areas of development within all schools. Each participant needs to
understand that he or she has a real opportunity to share in the leadership.
Community members, including parents and students, are involved in the
decision-making. Their input is invited and it has the presence of authority.
This is very different than the old-school approach of top-down leadership
where the principal was the almighty.
I am personally involved in curriculum design and leadership
at my school site. The literature units of study that I have written for my
grade level are available as online content, and are used by three campuses and
hundreds students. I am inspired knowing that what I am developing will be used
to promote literacy in my community of learners. The position of shared
leadership is comforting because I know that I have a team in place to look to
for checks and balances. Ultimately though, I am the one who carries the burden
if information is incorrect, or if CCSS are not addressed within the content.
This is a great responsibility, and one that I do not take lightly.
Comparing the old-school mentality to a
more progressive approach of shared leadership in schools today makes me wonder
who is ultimately left to carry the burden of proof? Shared responsibility does
not mean assigning tasks. However, it is the combination of tasks delivered
that comprise the productivity of the individual teams. In traditional
management systems the lead person within a department was ultimately
responsible. I don't believe that this is the model in schools that practice
distributive leadership today.
The members of the decision-making teams at my school do not
always agree.
We come to conclusions working off of the strengths and expertise of each other. There is no room for ego. This creates opportunities for involvement, giving others a vehicle to let their voices be heard. This is empowered leadership. The tasks are shared, and the vision is shaped collaboratively. What we do must improve student learning. Everything besides that is secondary.
We come to conclusions working off of the strengths and expertise of each other. There is no room for ego. This creates opportunities for involvement, giving others a vehicle to let their voices be heard. This is empowered leadership. The tasks are shared, and the vision is shaped collaboratively. What we do must improve student learning. Everything besides that is secondary.
The unwritten rules for fair play include:
1)
Tell the truth.
2) Communicate roles and responsibilities.
3) Create a workplace culture that values real people relationships.
4) Be fair and open.
5) Model the behaviors you seek.
2) Communicate roles and responsibilities.
3) Create a workplace culture that values real people relationships.
4) Be fair and open.
5) Model the behaviors you seek.
"Each of us possesses skills, strengths, talents and
flaws. Each of us seeks to belong, to be engaged, to relate to those around us.
Loyalty is built on relationships, shared understanding and trust. Engagement
and commitment require loyalty, shared goals and fair treatment. Don't take
loyalty and engagement for granted - create a remarkable culture where there
are possible and rewarding outcomes of the work place.
We are only human after all - Every one of us. Every leader.
Every workplace. Every person" (Biro, 2012).
When
each team member is asked to take responsibility for his or her actions he or
she is self-accountable. Self-leadership is the basis of team leadership.
Building each other’s capacity for self-leadership begins with the individual,
and grows with a nurturing learning community. As Dr. Lorthridge stated, distributive
leadership assigns roles and responsibilities– not tasks. Each member needs to
take his or her role in the decision making process seriously. When the team
makes decisions about procedures and development we each feel empowered and
motivated. The results are academic growth for our students, and a positive
learning and working environment for all stakeholders.
Distributive leadership brings the whole
staff together, working with the strengths of the individuals to impact the
strength of the organization as a whole. This creates opportunities for
involvement. Sooner or later tasks are assigned, and checks and balances need
to be put into position. Ultimately, the final decision rests upon a particular
sector (i.e. curriculum developers, staff development, parent involvement
teams, etc.). When teammates feel secure in knowing that we each have each
other's best interest in mind a bond of trust is formed. Teacher Leadership
functionality takes time to develop.
Distributive leadership builds the
strengths of the individuals, while building strength of the organization.
Where more than one person takes on leadership role, the impact on student
learning is the direct benefactor.
References
Dr. Connie Lorthridge, University of Phoenix podcast.
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