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Strength Found Through Distributed Leadership by Theodore J Strength Found Through Distributed Leadership By Theodore J. Peters, Principal; Richard Carr, Instructional Supervisor; and Jaime Doldan, Supervisor of Curriculum and Instruction, Township of Franklin School District The Changing Demands legislation has focused both on advanc- lenges. In 2010, the district had to cre- ing America’s international competitive- ate and implement improvement action of School Leaders ness and closing the achievement gap plans in an effort to increase student Today’s principals and supervisors among students, making “accountability performance on state standardized are faced with increasing demands, the centerpiece of the education agen- assessments. Initial efforts included prompting their responsibilities to da” (Linn, Baker, & Betebenner, 2002, the implementation of common plan- evolve dramatically over the past few p. 3) in the United States. The need for ning time and professional learning decades. In addition to holding the schools to meet academic performance communities (PLCs), understanding largely managerial roles of the past, requirements has further solidified the that teachers needed opportunities to modern school leaders are expected need for principals and supervisors to work, plan, and learn together. How- to facilitate efficient operations, pro- embrace collective efforts to meet such ever, there was a disconnect, as many vide the instructional guidance to help high demands. of the meetings were administratively teachers develop professionally, and The Township of Franklin Public driven, and genuine collaborative maintain the primary importance of School District has faced similar mod- efforts focused on student learning furthering student learning. Ongoing ern educational demands and chal- were lacking. The district realized that Educational Viewpoints -32- Spring 2018 it needed to empower its teachers Putting Distributed by developing methods of increased Leadership in Action The culture necessary leadership opportunities. Through a distributed leadership to share traditional The Need for a Distributed framework that embraces the value of leadership roles Leadership Approach teacher-leaders, our district has worked and to empower to solidify a fundamental collaborative Knowing that the impact of school focus on student learning. Teacher- teacher-leaders must leadership on students’ academic leaders contribute to the success of be established and success is second only to teaching activities across various categories (Wallace Foundation, 2004), it became in the school and district. Curriculum fostered by principals clear that systemic leadership shifts work, coordination and management and supervisors. were necessary to make improve- of school operations, professional ments in our district. Many principals learning opportunities, and nurturing and professional growth initiatives. and supervisors will likely agree that positive relationships within the school This committee, which encompasses leadership can take various forms community are all mutually supported the teacher leaders of each depart- and can be found distributed through- and enhanced through a distributed ment, allows a multi-faceted approach out any given school environment. leadership perspective. to making school-level decisions. However, the concept of distributed Principals are able to solicit input and leadership is often used to describe Teacher-leaders regularly model empower staff to serve as an intricate any shared, collaborative, or extended and encourage professional growth part of the oversight of school opera- leadership practice. Notable researcher through both scheduled professional tions. Furthermore, developing leader- in the concept of distributed leadership, development sessions and daily ship beyond traditional positions offers James Spillane, argued that distrib- learning that occurs through informal additional collective efforts to increase uted leadership is first and foremost communication and weekly PLC dis- student achievement. The sharing of about leadership practice. Rather than cussions. Using the Connected Action power among principals and teachers traditional leader roles and structure, Roadmap (CAR), the teacher-leaders is seen as essential to the success of a genuine distributed perspective have developed a culture among the site-based management and shared extends beyond positions to interac- members of their PLCs as they have decision-making strategies. Schools tions throughout the school community, and continue to facilitate conversa- that are successfully restructuring “not just the actions of heroes” (Spill- tions directly aligned to matters that seem to be typified by high levels of ane, 2006, p. 4). Through a purposeful impact the education of their students. administrator-teacher collaboration in system focused on the actions and True, purposeful connections to stu- leadership, particularly when principals interactions of many, multiple leaders dent achievement are at the forefront take the initiative in taking the steps of various positions and professional of PLC meetings. The teacher-leaders needed for success (Lucas & Valentine, titles share activities and responsibili- help guide their peers in a continuous 2002). The SLC supports the notion ties throughout the school community development of their curriculum, devel- that the principal’s job is no longer sim- at any given time. op and analyze student assessments, and maintain organizational structures ply managerial, rather, principals should At its roots, distributed leadership within their department. Kennedy et focus on building teams that include all implies a fundamental shift in the way al. (2011) are proponents of the use of stakeholders within their schools. formal leaders view their leadership distributed leadership as a method for The District Leadership Committee roles and responsibilities when interact- teachers to work collaboratively and (DLC), comprised of SLC teacher- ing with others. The culture necessary to participate in the inner workings of leaders and administrators from each to share traditional leadership roles and their schools. The use of distributed school, meets monthly to contribute to empower teacher-leaders must be leadership to cultivate PLCs includes to district-led decision-making. Every established and fostered by principals using the teachers’ knowledge to de- population of teachers (e.g., special and supervisors. Democratic practices, velop a lateral decision making model education, basic skills, related arts, etc.) shared governance, time for collabora- and using dialogue and inquiry to build has a voice at the DLC table. Teacher- tion, and opportunities to contribute to a positive school culture. leaders play a critical role in analyzing larger efforts are all structural factors teacher and student data in order to that allow for teacher-leaders to emerge Principals are able to provide leader- drive decisions for professional learning, (Danielson, 2006). Hierarchies can then ship by building and maintaining a curriculum, assessments, district opera- become flattened as individuals through- vision, direction, and focus for student tions, staff surveys, and initiatives. The out the district contribute to larger orga- learning while prompting an atmo- DLC is also instrumental in streamlining nizational efforts. Distributed leadership sphere of participation, responsibility, communication throughout the district. is not “done” by principals and supervi- and ownership. The establishment The flow of communication is open and sors “to” others. It is fostered through the of a School Leadership Committee ongoing from PLCs to the SLC to the interactions and relationships occurring (SLC) has enabled teachers to collec- DLC and vice versa. Clear communi- among individuals throughout the school tively make decisions regarding school cation through this DLC↔SLC↔PLC community on a daily basis. operations, instructional elements, Educational Viewpoints -33- Spring 2018 framework emphasizes and respects by delegating it or giving it away, but by the Connected Action Roadmap / PLC the actions and interactions of many purposefully weaving together people, project through NJPSA/NJDOE. During school members. materials, and organizational structures this enriching experience, the district Without question, the role of the school for a common cause (Spillane, 2006). and school has been highlighted for its administrator has become increasingly Effective principals and supervisors integration of PLCs and utilization of more demanding over the past few do not just string together a series of teacher-leaders to promote a positive decades. The expectations of continued, individual actions, but systematically educational environment. Generating annual student academic performance distribute leadership by building it into cultural shifts through a framework cannot simply be accomplished in the fabric of school life. Over the past of distributed leadership has helped isolation. Leadership is distributed not two years, we have been very fortunate to empower teachers and enhance a to be selected as a Pilot School for common focus on student learning. References Danielson, C. (2006). Teacher Leadership That Strengthens Professional Practice. Alexandria, VA: Association for Supervision and Curriculum Development. Kennedy, A., Deuel, A., Nelson, T., & Slavit, D. (2011). Phi Delta Kappan, 92 (8), 20-24. Linn, R., Baker, E., & Betebenner, D. (2002). Accountability Systems: Implications of Requirements of the No Child
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