1

Distributed Leadership: An Essential Component of Successful School Reform Etienne A. Kouakou

2 TABLE ! C "TE"TS

Cover Page . 1 Title Page 2 Table of Contents3 Inspiration for Inquiry .4

Inquiry Statement 5 ypot!esis ..." #vi$en%e from &iterature ."

Criti%al 'nalysis ..12

Con%lusion ........14

(efle%tion ..........15

'ppli%ation .........1"

(eferen%es ..........1)

#nspiration for #n$uir% T!e in%reasing $eman$s of a%%ountability on s%!ool a$ministrators !ave %reate$ t!e ne%essity for a ne* +in$ of lea$ers!ip in *!i%! tea%!ers are en%ourage$ to assume more responsibility in t!e life of t!eir s%!ools , or$- 2..4/. To$ay0s tea%!ers are not 1ust e2pe%te$ to serve as %lassroom instru%tors- but also as resear%!ers *!o use instru%tion an$ pertinent stu$ent $ata to mo$ify instru%tion in or$er to meet t!e nee$s of in$ivi$ual stu$ents an$ effe%t %!ange in t!e s%!ool. T!is implies t!at tea%!ers %an0t 1ust *or+ in$ivi$ually. 's members of a %ommunity of learners %omprise$ of ot!er tea%!ers- t!e a$ministration- an$ ot!er sta+e!ol$ers in t!e e$u%ational pro%ess- tea%!er are %alle$ upon to %ontribute as solution see+ers to t!e ills of t!eir s%!ool an$ beyon$. 's a publi% s%!ool tea%!er- I !ave seen first !an$ some of t!e %!allenges fa%ing tea%!ers an$ a$ministrators3 lo* test s%ores on stan$ar$i4e$ tests- poor stu$ent be!aviorlo* parental involvement- s%ar%ity of a$equate equipment an$ fa%ilities- et%. If some of t!ese %!allenges %an rig!tly be blame$ on bu$getary s!ortfalls- issues of an a%a$emi% nature ne%essitate a ne* approa%! to lea$ers!ip on t!e part of s%!ool a$ministrators. Prin%ipals an$ t!eir assistan%es nee$ to un$erstan$ t!at t!ey alone %an no longer ma+e t!e important $e%isions t!at *ill affe%t t!eir staff- fa%ulty- an$ stu$ents *it!out t!e input of at least t!e first t*o. Tea%!ers are one of t!e most important fa%tors in stu$ent a%a$emi% a%!ievement an$ t!e su%%ess of a s%!ool. T!us- any a$ministrator *!o see+s real %!ange an$ improvement in t!eir s%!ool s!oul$ aban$on t!e rigi$ity of tra$itional lea$ers!ip for t!e fle2ibility of parti%ipatory an$ s!are$ lea$ers!ip.

4 #n$uir% Statement 5any s%!olars !ave un$ers%ore$ t!e importan%e of a ne* type of lea$ers!ip in s%!ools ,&ambert- 2..26 or$- 2..46 5ar4ano- 2..36 Cro*t!er- 2..76 8onal$son- 2.."/. #ven t!oug! many prin%ipals may re%ogni4e t!e nee$ for s!are$ or 9$istribute$: lea$ers!ipnot all of t!em are rea$y to relinquis! an appropriate amount of lea$ers!ip or $e%ision; ma+ing po*er to t!eir tea%!ers. or$ ,2..4/ re%ogni4es t!at 9T!e $aily attention to t!e nee$s of tea%!ers is an obligation t!at not all prin%ipals are *illing to ta+e on: ,p. 15./. In ot!er *or$s- prin%ipals may re%ogni4e t!at tea%!ers are essential to t!e pro$u%tivity of t!eir s%!ools. <et- some *oul$ be relu%tant to put at t!eir tea%!ers0 $isposal t!e tools t!ey nee$ to be su%%essful as %o;lea$ers. T!is lea$s to a number of questions about t!e nature of t!e lea$ers!ip relations!ip t!at *ill enable t!e $evelopment of true tea%!er lea$ers!ip *it!in t!e s%!ool3 1. =!at +in$s of un$erstan$ings- rules or regulations nee$ to be put in pla%e to ensure t!at t!e prin%ipal0s aut!ority $oes not impinge on tea%!ers0 $esire to ta+e t!e lea$ to remo$el t!eir s%!ool> 2. 's a tea%!er- !o* $o I $evelop my ability to %ontribute effe%tively to t!e %ollegial $is%ourse at my institution> In ot!er *or$s- as an in$ivi$ual- !o* $o I %onvin%e ot!er parti%ipants of t!e vali$ity of my i$eas an$ !o* $o I learn to buil$ trust in ot!er %ontributors> 3. =!at +in$s of $ata $o my %olleagues an$ I nee$ to %ompile to ma+e a soun$ assessment of t!e parti%ular %ir%umstan%es at our s%!ool an$ !o* $o *e a%t upon t!e results of our assessment to bring about %!ange an$ improvement>

5 &%pothesis (eal s%!ool reform entails a %!ange in t!e *ay a$ministrators an$ t!eir fa%ulties intera%t *it! one anot!er. ?or or$ ,2..4/- 9Progress %an only be ma$e *!en t!e a$ministrators an$ tea%!ers on t!e s%!ool staff fin$ *ays to go beyon$ t!e tra$itional stru%tures *it!in e$u%ation to signifi%antly impa%t t!e tea%!ing;learning pro%ess: ,p. 5@/. In$ee$- mutual un$erstan$ing an$ %lear statement of e2pe%tations are essential. Tea%!ers an$ t!eir tra$itional supervisors must *or+ in tan$em- not against one anot!er. =!en $iverging vie*s are put on t!e table- %ompromises lea$ to progress. Aase$ on t!is assumption- I *oul$ anti%ipate t!e follo*ing3 1. Tea%!er lea$ers *ill be most su%%essful *!en t!eir prin%ipal *or+s in tan$em *it! t!em instea$ of *or+ing in *ays t!at ruffles feat!ers an$ impe$e real progress. 2. Tea%!er lea$ers *ill en1oy some su%%ess if prin%ipals %reate t!e %on$itions for i$eal %ollegiality base$ on mutual trust an$ %ollaboration as oppose$ to %ompetition. 3. Su%%ess *ill %ome at t!e %ost of professional $evelopment t!at emp!asi4es *ays to fa%ilitate %ollegial inter%ourse an$ resear%! s+ills t!at equip tea%!ers *it! t!e tools to un$erstan$ an$ interpret stu$ent $ata an$ use su%! $ata to improve instru%tion. E'idence from Literature Bne of t!e s%!olars *!o !ave a$vo%ate$ unequivo%ally for a ne* style of lea$ers!ip is 8onal$son- Cr. ,2.."/. ?or !im- 9&ea$ers!ip is not a quality *it! *!i%! in$ivi$uals are imbue$ or a pro%ess t!at sele%te$ in$ivi$uals %on$u%t *it! follo*ers6 rat!er- it is a form

" of relations!ip among people t!at !as t!e effe%t of mobili4ing t!em to a%%omplis! purposes t!ey value: ,p. 4@/. T!ere are t!ree stri+ing elements in t!is $efinition of lea$ers!ip. Bne is t!at lea$ers!ip isn0t %onfine$ to a sele%t group of in$ivi$uals- a notion t!at in t!e past fe$ in t!e impression t!at lea$ers!ip *as innate- not learne$. T!e se%on$ is t!e notion of lea$ers!ip as a 9relations!ip.: In ot!er *or$s- an in$ivi$ual %an be %alle$ lea$er only if !e or s!e +no*s !o* to intera%t *it! ot!ers to eli%it a positive %ontribution on t!eir part to a%%omplis! a spe%ifi% tas+. ?inally- t!ere is t!e i$ea of a %ommon goal. Ae%ause t!e parti%ipants in t!e lea$ers!ip tas+ !ave somet!ing in %ommon- or better yeta %ommon ob1e%tive- t!ey are more in%line$ to %ome toget!er to fin$ a solution. T!us8onal$son- Cr.0s $efinition of lea$ers!ip runs %ounter to tra$itional lea$ers!ip- *!i%! is base$ on t!e %on%ept of po*ers pla%e$ in t!e !an$s of an in$ivi$ual to *!om *e refer as 9t!e lea$er.: 8onal$son0s ,2..4/ %on%ept of lea$ers!ip- t!e 9T!ree Stream 5o$el-: !as t!ree important %!ara%teristi%s3 it is 9relational- purposive- an$ a%tion;in;%ommon: ,p.1./. &ea$ers!ip is relational be%ause it is foun$e$ on trust among t!e parties to t!e lea$ers!ip pro%ess an$ ob1e%tive. T!e people *!o are *or+ing to*ar$ a %ommon goal %an only obtain results if t!ey trust an$ support one anot!er an$ if t!ey feel %omfortable in one anot!er0s %ompany as professional %ollaborators. T!e T!ree Stream 5o$el is purposive be%ause all t!e parti%ipants *or+ toget!er to*ar$ a %ommon goal. T!ey all re%ogni4e t!e value of t!eir *or+ an$ un$erstan$ t!at t!e benefit of t!eir *or+ *ill re*ar$ not 1ust t!emselves- but t!e %ommunity t!ey serve. In t!at sense- t!ey *or+ *it! t!e purpose of serving t!e %ommon goo$. ?inally- lea$ers!ip is 9a%tion;in;%ommon-: t!at is- t!at *or+ing toget!er is t!e essen%e of t!e lea$ers!ip a%tivity. 's an in$ivi$ual- my

@ %ontribution serves to enri%! t!e %ontribution of ot!er parti%ipants. =!en t!ey %ome toget!er- our in$ivi$ual %ontributions %an be refine$ an$ turne$ into a pro$u%t t!at is issue$ by a team be%ause of t!e %ommonality of our goal. If t!e above are t!e essential %!ara%teristi%s of lea$ers!ip- t!en a lea$er must be a person *!o %an instill t!ese values in t!e members of t!e lea$ers!ip team. T!us- a goo$ lea$er- in t!e sense of 8onal$son0s $efinition- *ill foster relations!ips among t!e fa%ulty an$ staff. ' goo$ lea$er *ill ma+e sure t!at $e%isions $o not ruffle feat!ers on one si$e of t!e ot!er. Bf %ourse- su%! a lea$er *ill pay %lose attention to !o* t!e staff or fa%ulty feel about important $e%isions before t!ey are finali4e$. Consequently t!eir $e%isions *ill ten$ to be base$ on %onsensus. T!ey *ill be multilateral- not unilateral. Doo$ lea$ers *ill foster a goo$ *or+ing atmosp!ere among t!e parti%ipants an$ $emonstrate t!eir o*n trust*ort!iness. ar$ly anyone *ants to *or+ *it! a %orrupt or untrust*ort!y lea$er. In a sense- lea$ers!ip- as $efine$ by 8onal$son nee$s to be s!are$. Cro*t!er ,2..7/ a$!eres to t!e notion of s!are$ lea$ers!ip. ?or !im- lea$ers!ip is 9' pro%ess involving prin%ipals an$ tea%!er lea$ers in %olle%tive a%tion to improve s%!ools: ,p. 53/. 9Parallel lea$ers!ip-: as t!is type of lea$ers!ip is +no*n- is foun$e$ on t!ree prin%iples3 mutual trust- s!are$ purpose- an$ in$ivi$ual e2pression. T!us $efine$Cro*t!er0s i$ea of lea$ers!ip is perfe%tly in syn%! *it! t!at of 8onal$son ,2..4/. T!e notion of parallelism implies t!at t!e lea$ers!ip !appens simultaneously on t*o si$es. Ta+en in t!e %onte2t of a s%!ool- it means t!at a$ministrators are not t!e only lea$ers in t!e s%!ools. T!ey are %ertainly t!e appointe$ an$ offi%ial lea$ers as per t!eir offi%ial fun%tion- but many of t!e a%tivities t!at fell un$er t!eir responsibility in t!e tra$itional

) sense are no* t!e responsibility of t!eir tea%!ers. 5ost importantly- Cro*t!er0s notion of lea$ers!ip strengt!ens t!at of 8onal$son ,2..4/. T!e notion of s!are$ lea$ers!ip is also s!are$ by 8r. Spillane an$ 8r. arris ,=al$en Ei$eo Program/ even t!oug! t!e t*o s%!olars0 $efinitions $iffer slig!tly. ?or 8r. arris- s!are$ lea$ers!ip or 9$istribute$ lea$ers!ip-: to use t!eir o*n term- is t!e same as tea%!er lea$ers!ip. In ot!er *or$s- t!ere is no $ifferen%e bet*een tea%!er lea$ers!ip an$ $istribute$ lea$ers!ip. 8r. Spillane $isagrees on t!at notion. e t!in+s t!at tea%!er lea$ers!ip is 1ust one e2ample of $istribute$ lea$ers!ip. e believes in $istribute$ lea$ers!ip as an all;in%lusive type of lea$ers!ip t!at is not %onfine$ solely to t!e fiel$ of e$u%ation. T!e %on%ept of s!are$ or $istribute$ lea$ers!ip is also $is%usse$ by or$ ,2..4/. #ven t!oug! t!e prin%ipals in !er stu$y emp!asi4e$ t!e $esire to $o 9*!at0s best for t!eir stu$ents-: ,p. 45/ t!ey also un$erstoo$ t!e importan%e of giving t!eir tea%!ers t!e tools to implement meaningful lea$ers!ip. ?or e2ample- 9T!e prin%ipal at Cotton*oo$ Cree+ state$ t!at !er goal *as to Fempo*er t!e fa%ulty an$ %ause t!em to ta+e greater responsibility for $e%isions ma$e an$ t!e $ire%tion t!e s%!ool *ill ta+e: ,p. 4)/. It is %lear- *it! t!is statement- t!at t!e prin%ipal of Cotton*oo$ Cree+ *as rea$y to relinquis! some of !er aut!ority into t!e !an$ of tea%!er. It is also %lear t!at s!e !a$ pre%isely *or$e$ e2pe%tations for !er tea%!ers or %o;lea$ers. S!e believe$ in t!e !uman %apa%ity to pro$u%e %!ange an$ s!e %ommuni%ate$ t!at belief to tea%!ers even as s!e *or+e$ on $eveloping better relations!ips *it! t!em an$ instilling t!e same among t!em. T!e relations!ip aspe%t of or$0s arti%le un$ers%ores t!e importan%e of nurturing goo$

7 relations!ips to t!e su%%ess of s!are$ lea$ers!ip- t!e more so as t!e s%!olars $is%usse$ above ma+e t!e same argument. 8espite t!e rosy pi%ture painte$ by most of t!e s%!olars- it is important to a%+no*le$ge t!at not all prin%ipals are prepare$ or *illing to pla%e more responsibility in t!e !an$s of tea%!ers. or$ ,2..4/ a%+no*le$ges t!at 9T!e $aily attention to t!e nee$s of tea%!ers is an obligation t!at not all prin%ipals are *illing to ta+e on: ,p.15./. If tea%!ers are to be su%%essful as %o;lea$ers or parallel lea$ers- t!ey *ill nee$ support from t!eir s%!ool a$ministrators. Prin%ipals %annot preten$ to be fostering s!are$ lea$ers!ip unless t!ey are rea$y to support t!eir tea%!ers *it! everyt!ing ne%essary to be su%%essful as lea$ers. &ambert ,2..2/ is anot!er s%!olar *!o !as *ritten e2tensively on t!e notion of s!are$ lea$ers!ip. 9Constru%tivist lea$ers!ip-: as s!e %alls it- !appens *!en 9T!e !ierar%!i%al stru%ture is repla%e$ by s!are$ responsibility for s%!ool governan%eprofessional gro*t!- an$ a%!ievement of agree$;on goals: ,p. 23/. 's su%!- t!ere are no %lear $istin%tions bet*een t!e tea%!ers an$ t!e prin%ipal in terms of lea$ers!ip in $e%ision ma+ing. =it! &ambert- as *it! or$ ,2..4/- 8onal$son ,2.."/- Cro*t!er ,2..7/- an$ 8r. Spillane an$ arris ,=al$en Ei$eo Program/- t!e i$ea of t!e %ommonality of goal as %entral to s!are$ lea$ers!ip is re%urrent. T!us- it %an be rig!tly sai$ t!at goo$ s!are$ lea$ers!ip relies on %ommon goals- *!i%! a groups must %ome toget!er to meet. 'part from lea$ers!ip as a s!are$ a%tivity to*ar$ a %ommon goal- &ambert ,2..2/ also stresses t!e notion of lea$ers!ip as 9a pro%ess t!at o%%urs *it!in t!e min$s of in$ivi$uals *!o live in a %ultureGa pro%ess t!at entails a %apa%ity to %reate stories- an$ to appre%iate t!e struggles among stories: ,Dar$ner- quote$ on p. 12@/. &ambert0s

1. a$!eren%e to t!e i$ea of lea$ers!ip as t!e %apa%ity to %reate stories spea+s to t!e ne%essity of s!aring. &ea$ers s!are t!eir stories *it! %olleagues *it!in t!e %onfines of t!eir s%!ool an$ beyon$. T!ey s!are t!eir su%%esses an$ t!eir failures. Doo$ lea$ers !ave an open min$ *!i%! tea%!es t!em to learn from ot!ers by rea$ing ot!er lea$ers0 stories an$ *or+ing on improving t!eir o*n s+ills. 5ar4ano ,=al$en Ei$eo Program/ s!ares similar vie*s on t!e role of lea$ers. In !is vi$eo %onversation- !e ma+es t!e %laim t!at tea%!er lea$ers s!are t!eir best pra%ti%es *it! %olleagues. e feels t!at professional e$u%ators !ave t!e potential of influen%ing s%!ool;level fa%tors t!at militate in favor of a%a$emi% su%%ess for stu$ents. ?or t!is to !appen- e$u%ators must feel responsible for t!e *!ole s%!ool- be%ome part of a formal lea$ers!ip team- an$ *or+ informally *it! ot!er tea%!ers. Clearly- 5ar4ano is %alling for total involvement of tea%!ers in t!e life of t!eir s%!ools- *!i%! is *!at all t!e previously $is%usse$ s%!olars a$vo%ate. In$ee$- feeling responsible for t!e entire s%!ool %reates t!e li+eli!oo$ t!at a tea%!er *ill be entirely %ommitte$ to !elping aut!orities lea$ t!e s%!ool in a positive $ire%tion. Bne %annot feel responsible for an institution an$ not parti%ipate in its su%%ess. en%e- 1oining a formal lea$ers!ip team be%omes a ne%essity. #ven t!oug! some lea$ers!ip may !appen on t!e fly- so to spea+- 1oining a formal team of lo%al lea$ers proves !o* serious one is about !is or !er %ontribution to a su%%essful s%!ool %ulture. Bverall- t!e notion of s!are$- parallel- %onstru%tivist or $istribute$ lea$ers!ip perva$es t!e literature on s%!ool lea$ers!ip an$ s%!ool- reform. 'll t!e s%!olars $is%usse$ in t!is paper a$!ere to t!e notion t!at lea$ers!ip is no longer t!e *or+ of one appointe$ in$ivi$ual. Su%%essful lea$ers are t!ose *!o are %apable of 9sprea$ing t!eir *ings:

11 t!roug! negotiate$ $elegation of some important po*ers to t!eir tea%!ers *!o are primarily in %onta%t *it! stu$ents an$ $ire%tly responsible for t!eir learning an$ a%a$emi% su%%ess. To attempt to %ling on to lea$ers!ip in t!e tra$itional sense is tantamount to perpetuating t!e faile$ s%!ools of to$ay. Critical Anal%sis Constru%tivist lea$ers!ip ,also +no*n as $istribute$- s!are$ or parallel lea$ers!ip/ seems appropriate if *e *ant to %reate su%%essful s%!ools. Prin%ipals nee$ to relinquis! some of t!eir $e%ision;ma+ing po*er to t!eir tea%!ers. =!en tea%!ers are involve$ in $e%isions t!at affe%t t!eir $aily pra%ti%e- t!ey feel more %omfortable %laiming o*ners!ip- or at t!e very least- members!ip of t!e s%!ool. T!us- t!ey feel responsible for t!e out%omes f t!eir en$eavors *!et!er su%! out%omes are positive or negative. ' ma1or %!allenge *it! $istribute$ lea$ers!ip !as alrea$y been !inte$ at by or$ ,2..4/ *!en s!e state$ t!at 9T!e $aily attention to t!e nee$s of tea%!ers is an obligation t!at not all prin%ipals are *illing to ta+e on: ,p.15./. In or$er for tea%!ers to be su%%essful as %o;lea$ers- t!ey must en1oy t!e prin%ipal0s support. =!ere a prin%ipal feels t!at !is or !er po*er is slipping a*ay for one reason or anot!er- t!at prin%ipal mig!t be relu%tant to relinquis! t!e rig!t amount of po*er. If tea%!er lea$ers feel t!at *!at t!ey re%eive is only to+en po*er ,$e%ision;ma+ing or ot!er/- t!ey- too- *ill be relu%tant to %ontribute to t!e lea$ers!ip team. 'not!er potential !ur$le mig!t be t!e amount of time an$ energy tea%!ers !ave to %ommit in or$er to %reate an atmosp!ere %on$u%ive to a%a$emi% su%%ess. or$ ,2..4/ %laims t!at 9 ar$ *or+ *as a norm at ea%! of t!ese sites- *!ere staff regularly %ommitte$ long !ours of planning- bot! in$epen$ently an$ %ollaboratively- for ea%! $ay

12 of tea%!ing: ,p. 4"/. Tea%!ers *!o feel t!at t!ey alrea$y s%rambling for time mig!t fin$ it e2tremely $eman$ing to $evote e2tra time to lea$ers!ip *or+- espe%ially *!en t!ey are not remunerate$ for t!at e2tra *or+. o*ever- *it! an en%ouraging an$ inspirational prin%ipal *!o %learly states t!e s%!ool0s vision an$ goals- tea%!er %an feel a sense of belonging an$ %ommit some time to t!e benefit of t!eir s%!ool an$ stu$ents. It is important to remember !ere t!at *or+ing *it! in$ivi$uals is no easy tas+. People 1oin t!e lea$ers!ip *it! t!eir in$ivi$ual ba%+groun$ an$ personal %onvi%tions. T!e su%%essful prin%ipal *ill be one *!o %an allay all t!e $ifferent in$ivi$ual aspirations an$ $ispositions to*ar$ a %ommon goal. 's 8onal$son ,2.."/ sai$- $istribute$ lea$ers!ip is relational- purposive- an$ a%tion;in;%ommon ,p. 1./. T!us- in or$er to su%%essfully eli%it lea$ers!ip from tea%!ers an$ staff- a prin%ipal *ill !ave to $emonstrate goo$ interpersonal s+ills6 !e or s!e *ill !ave to +no* !o* buil$ strong relations!ips *it! %o*or+ers. T!is may nee$ opportunities for t!e prin%ipal to so%iali4e *it! tea%!ers an$ staff an$ for tea%!ers an$ staff to +no* one anot!er outsi$e t!e %onfines of t!e s%!ool. 'll parties to t!e lea$ers!ip team *ill !ave to be %omfortable *or+ing *it! one anot!er. In s!ort- t!e prin%ipal *ill !ave to *or+ on t!e relational aspe%t of lea$ers!ip. In a$$ition to $eveloping a goo$ rapport *it! tea%!ers an$ fostering t!e same among tea%!ers t!emselves- t!e prin%ipal *ill !ave to fin$ a *ay to %reate in t!e tea%!ers a sense of %ommon purpose- t!at is- a *ay to re%on%ile tea%!ers0 in$ivi$ual aspirations *it! organi4ational purposes. ?inally- *!ere tea%!ers prefer to *or+ by t!emselves- t!e prin%ipal *ill !ave to $evise a *ay to %onvin%e t!em t!at t!e %ommonality of goals as spelle$ out in t!e s%!ool0s vision %all t!em to *or+ as a team be%ause after all- better $e%isions usually

13 result from fruitful intera%tions among t!e members of a team *!o are *illing to s!are t!eir best pra%ti%es. en%e- most professional $evelopment opportunities s!oul$ pla%e some emp!asis on $eveloping in staff an$ fa%ulty all t!e interpersonal s+ills above. 8onal$son ,2.."/ an$ all t!e s%!olars stu$ie$ in t!is paper !ave re%ast lea$ers!ip as a 9relations!ip.: (elations!ips are nurture$ by going out of our *ay to please t!e ot!er party. To t!e e2tent t!at su%! an a%%ommo$ation is put in pla%e- prin%ipals *ill be able to *in t!e support an$ %ontributions of t!eir staff an$ fa%ulty to t!e *ellGbeing of t!eir s%!ool. Conclusion In %losing- it is important to remember t!e *or$s of 5ar4ano ,=al$en Ei$eo Program- fall 2..7/ *!o states- 9=!en s%!ools are responsible an$ tea%!ers are %ompetent- stu$ents %an a%!ieve at vastly improve$ rates.: S%!ool %an an$ must $emonstrate responsibility t!roug! t!eir appointe$ lea$ersGt!e prin%ipals. T!ese lea$ers nee$ to a%+no*le$ge t!at t!ey %annot run t!e s%!ool single;!an$e$ly as t!ey $i$ in t!e past. 5ar4ano ,2..3/- 8onal$son ,2.."/- or$ ,2..4/- &ambert ,2..2/ an$ many ot!ers !ave s!o*n t!at s%!ools t!rive *!en lea$ers!ip is $e%entrali4e$. 'll t!ese s%!olars agree t!at su%%ess in t!e s%!ool no* $epen$s on t!e a$ministration0s- t!at is- t!e prin%ipal0s ability to move !is or !er fa%ulty to assume more lea$ers!ip in t!e life of t!e s%!ool. Tea%!ers nee$ to s!are t!eir e2pertise *it! one anot!er be%ause rubbing goo$ i$eas against ot!er goo$ i$eas is boun$ to generate positive results. Doo$ i$eas %ome from goo$ tea%!ers. T!is is *!y professional $evelopment opportunities nee$ to be ma$e available to tea%!ers. Improving tea%!er quality *it!in t!e s%!ool *ill ensure t!at t!eir %ontribution to t!e lea$ers!ip team pro$u%es results t!at *ill

14 promote better a%a$emi% pra%ti%es- an$ !en%e more positive results on t!e part of stu$ent. o*ar$ Darner ,quote$ in &ambert- 2..2/ states t!at lea$ers!ip is a pro%ess t!at e2ists in t!e min$s of people *!o s!are a %ertain %ulture an$ t!at lea$ers!ip entails s!aring stories. I *oul$ a$$ t!at t!e more su%%ess stories *e %an tell base$ on our e2perien%es- t!e better *e *ill !elp our s%!ools an$ ot!er s%!ools t!at rea$ our stories. =it! an open min$- let us be influen%e$ by ot!ers positive i$eas even as *e s!are our o*n for improve$ quality in our s%!ools. Reflection 8oing resear%! %an be a $aunting tas+- espe%ially *!en time is s%ar%e. Aut t!roug! personal %onvi%tion an$ t!e $esire to learn more an$ gro* as an e$u%ator- many barriers %an be over%ome. 5y 1ourney on t!is paper !as taug!t me a great $eal about t!e +in$ of lea$ers!ip *e nee$ in to$ay0s s%!ools. I %ome a*ay *it! t!e sense t!at I nee$ to buil$ better relations!ips *it! my %olleagues an$ get more involve$ in t!e life of my s%!ool. Hntil re%ently- probably before *riting t!is paper- I t!oug!t t!at !iring a ne* tea%!er *as t!e responsibility of t!e prin%ipal. 5ar4ano ,2.3/- 8onal$son ,2.."/ an$ ot!ers !ave taug!t me t!at as a member of t!e s%!ool %ommunity an$ t!e s%!ool lea$ers!ip team%ontributing to t!e !iring pro%ess of a ne* tea%!er or staff member is not only a rig!t- it is part of t!e responsibility I s!are *it! %olleagues an$ t!e prin%ipal. 's I %ontemplate my $o%toral stu$y- I *oul$ love to t!in+ t!at t!e literature I %overe$ in t!is %ourse- an$ more spe%ifi%ally for t!is paper- *ill !elp me refine my topi% by in%lu$ing a portion on !o* s!are$ lea$ers!ip %an !elp a$$ress stu$ent $is%ipline issues. o* %an I lea$ in a *ay t!at *ill eliminate some of t!e %!allenges tea%!ers fa%e every $ay *it! non;%omplying stu$ents an$ parents *!o are not rea$ily *illing to parta+e

15 of t!eir %!il$0s e$u%ation> T!is is t!e $ire%tion in *!i%! I am boun$Gt!at of resear%!ing t!e *ays an$ means- t!roug! s!are$ lea$ers!ip- by rea$ing t!e stories of ot!ers on !o* t!ey broug!t t!eir stu$ents un$er %ontrol an$ enable$ su%%ess in t!eir s%!ools. Application T!e prin%ipal at my s%!ool seems to !ave embar+e$ on a 1ourney to turn a long;time failing s%!ool into a s%!ool t!at trains stu$ents *!o are rea$y to %ompete a%a$emi%ally *it! stu$ents from any ot!er su%%essful s%!ool. So far- !e !as pla%e$ t!e emp!asis on planning- *!i%!- in most of t!e %ases presente$ in t!is paper- appears to be t!e rig!t t!ing to $o. is en$eavor in%lu$es t!e %ontinuation of t!e &o%al S%!ool (estru%turing Team ,&S(T/ of *!i%! I am privilege$ to be a member. Aut t!ere are a fe* %!allenges along t!e *ay3 some tea%!ers feel t!at t!ey are not supporte$ as t!ey s!oul$6 some feel t!at t!eir efforts are not being re%ogni4e$- an$ t!ere !ave been some quiet %omplaints about t!e time spent on planning. 's a member of t!e s%!ool restru%turing team- I t!in+ some emp!asis s!oul$ be pla%e$ on t!e relational aspe%t of lea$ers!ip. Cro*t!er ,2..7/- 8onal$son ,2.."/- an$ or$ ,2..4/ to name but a fe*- !ave stresse$ t!e t!ree $imensions of s!are$ lea$ers!ip Git is relational- purposive- an$ a%tion;in;%ommon. T!ese t!ree %on%epts imply mutual trust- a %ommon vision or goals- an$ t!e reali4ation t!at a%tions ta+en *it! t!e %ontribution of all members of a lea$ers!ip team are more li+ely to yiel$ better results t!an *!en ea%! member *or+s in$ivi$ually. I *oul$ t!erefore *or+ on strengt!ening professional relations!ips among fa%ulty members even as I emp!asi4e t!e importan%e of planning. I *oul$ also spell out a %lear vision ,t!is !asn0t been $one yet a%%or$ing to some tea%!ers/ an$ ma+e sure most tea%!ers a$!ere to it. I *oul$ also provi$e

1" professional $evelopment t!at tea%!es tea%!ers !o* to %olle%t an$ analy4e $ata. Intervie*s *it! stu$ents an$ %olleagues- as *ell as summative $ata *!ere stu$ent s%ores are %on%erne$ are in or$er. If test s%ores are to improve- every tea%!er s!oul$ be empo*ere$ to %ompile an$ analy4e !is or !er o*n $ata- *!i%! %an t!en be utili4e$ to inform planning an$ instru%tion. ?ruitful %ollaboration !as to be instille$ in tea%!ers. Bverall- t!e literature seems to vali$ate my earlier %laims t!at3 1. Tea%!er lea$ers *ill be most su%%essful *!en t!eir prin%ipal *or+s in tan$em *it! t!em instea$ of *or+ing in *ays t!at ruffles feat!ers an$ impe$e real progress. 2. Tea%!er lea$ers *ill en1oy some su%%ess if prin%ipals %reate t!e %on$itions for i$eal %ollegiality base$ on mutual trust an$ %ollaboration as oppose$ to %ompetition. 3. Su%%ess *ill %ome at t!e %ost of professional $evelopment t!at emp!asi4es *ays to fa%ilitate %ollegial inter%ourse an$ resear%! s+ills t!at equip tea%!ers *it! t!e tools to un$erstan$ an$ interpret stu$ent $ata an$ use su%! $ata to improve instru%tion. Co!nson is on t!e rig!t pat! to restru%turing. o*ever- a lot more %reativity is nee$e$ on t!e part of t!e prin%ipal. e s!oul$ *or+ on bringing tea%!ers on boar$ by supporting an$ a%+no*le$ging t!eir efforts even as !e pus!es for better planning an$ *or+s to*ar$s a better rapport *it! all tea%!ers.

1@ References 5ar4ano- (. 9(esear%! on lea$ers!ip.: =al$en Ei$eo Program- Tea%!er &ea$ers!ip in t!e S%!ool fall 2..7. arris- '. an$ Spillane- C. 98ialogue on lea$ers!ip resear%!.: =al$en Ei$eo ProgramTea%!er &ea$ers!ip in t!e S%!ool- fall 2..7. 8onal$son- Cr. D. '. ,2..7/. Cultivating leadership in schools: Connecting people, purpose, and practice. Ie* <or+3 Tea%!ers College Press. or$- S. 5. ,#$./ ,2..4/. Learning together, leading together: Changing schools through professional learning communities. Ie* <or+3 Tea%!ers College Press. Cro*t!er- ?. ,2..7/. Developing teacher leaders: How teacher leadership enhances school success. T!ousan$ Ba+s- C'3 Cor*in Press. &ambert- &. ,#$./ ,2..2/. The constructivist leader. Ie* <or+3 Tea%!ers College Press.