2. Distributed leadership
Margaret O’Donovan

3. Core of schooling is teaching and learning
Leadership is second only to teaching and learning in its impact on student learning (Leithwood et al, 2007).
Leadership for transformation is distributed and lateral (Harris, 2008)

5. “A Job Too Big for One”
Individuals who single-handedly try to lead complex organisations like schools set themselves up for failure. Getting beyond the heroic plot is imperative It is unrealistic to expect any school principal to know everything about leading complex organisations like schools. This is all too much for one person.
(Spillane, 2006: 87 – 88).

6. “A Job Too Big for One” (Grubb & Flessa, 2006)
In a knowledge-intensive enterprise like teaching and learning, there is no way to perform the complex tasks involved without distributing the responsibilities for leadership and creating a common culture that makes this distributed leadership coherent. (Elmore, 2005:5)
The challenge for the system lies in the need to give a clearer definition of leadership; to define distributed leadership and to determine the role of the Principal in developing a culture that supports distributed leadership. (OECD, 2007).

7. The evidence increasingly points towards a positive relationship between distributed leadership, organisational improvement and student achievement (Hallinger & Heck, 2009; Leithwood & Mascall, 2008).

8. Activity 1
Your understanding of Distributed Leadership?

9. Leadership of Schools
Leadership is a complex, multi-faceted phenomenon
Leadership is about change
Significant school-wide change is impossible without effective school leadership (Hargreaves et al, 2001)
Leader-follower roles
Concept of instructional leadership – multi-level leadership – pedagogic change – improvement of student learning
Issue of teacher leadership is central to the debate – capacity-building
Exploration of the not alone the what but the how and why of leadership in Irish schools.

10. Research proposes that:
In the increasingly complex world of education the work of leadership will require diverse types of expertise and forms of leadership flexible enough to meet changing challenges and new demands. There is a growing recognition that old organisational structures of schooling do not fit the requirements of learning in the twenty-first century. (Harris & Spillane, 2008: 31)

11. What is Distributed Leadership? Conceptual Frame 1
James Spillane – relies on Distributed Cognition
4 central ideas
(i) leader-plus aspect – multiple leaders – reciprocal interdependency
(ii) practice aspect – generated in the interactions of leaders, followers & their situations
(iii) situation ≈ socio-cultural context
(iv) routines and tools

12. What is Distributed Leadership? Conceptual Frame 2
Peter Gronn
Theoretical basis lies in Activity Theory – emphasis is on the division of labour
(i) synergistic relations
(ii) leadership is dynamic, additive, fluid & emergent – rather than being a fixed phenomenon
(iii) a participant, emergent approach

13. What is Distributed Leadership?
Go beyond the heroics of leadership paradigm
Leadership in the plural v leadership in the singular (Spillane & Harris, 2015)
Distributed leadership doesn’t mean everyone leads but has the potential to lead under the right conditions (Harris,

14. Distributed Leadership – essential components extracted from the literature
Focus moves from the principal to include other potential leaders (formal & informal).
Primarily about leadership practice
Synergistic relations
Leadership is a relational process – interactive and dialogical
Trust is a central component.
Trust, power & influence are closely related – requires a change in power structures.
Mutual influence
Interdependency rather than dependency.
Leadership is additive & holistic – boundary spanning as activities are stretched over people.

15. An Exploration of Leadership in Irish Post-Primary Schools
(1) Constructions of leadership
(2) Emotional identities
Transformational Moral Teacher leadership Building relationships Nurturing capital/ethos of care Inclusion Trust Vocation Risk-taking Shared practice

16. Research in Irish Post-Primary Schools
(3) Socio-cultural context
Spiritual intelligence Adaptive challenges Historicity Societal challenges & expectations Constructing meaning and identity Tensions Resistance

17. Research – Irish Post-primary Schools
(4) Managerial leadership
Middle management structure Post of responsibility structure Volunteerism Team-building Networks Subject department coordinators Year Heads Class tutors

18. Research – Irish Post-Primary Schools
(5) Instructional Leadership (Pedagogical)
Staff meetings Team-teaching Analysis of results Reflective practice Managing the instructional programme Teacher learning & professional development Sharing expertise Managing teaching and learning in the school.

19. Domain 4 Developing Leadership Capacity
School leaders: ▪ critique their practice as leaders and develop their understanding of effective & sustainable leadership ▪ empower staff to take on and carry out leadership roles ▪ promote and facilitate the development of student voice and student leadership ▪ build professional networks with other school leaders

20. Activity 2
What is the leadership potential within our school organisations? Examples:

21. Key questions on which to reflect:
Where to from here?
Key questions on which to reflect:
How is leadership distributed in your school?
How can you create the internal conditions in which distributed leadership can function?
3. What are the constraints & challenges to distributing leadership in your school
4. How might they be overcome? Enablers & opportunities?