Distributed Leadership for Learning Donald G. Hackmann University of Illinois at Urbana-Champaign.

Distributed Distributed LeadershipLeadership

for Learningfor LearningDonald G. HackmannDonald G. Hackmann

University of Illinois at University of Illinois at Urbana-ChampaignUrbana-Champaign

““Organizations tend to maintain Organizations tend to maintain

themselves. It’s only through themselves. It’s only through

leadership do they change.”leadership do they change.”

Challenges for the Challenges for the PrincipalshipPrincipalship

• Federal, state, and local school accountability measures call for Federal, state, and local school accountability measures call for improved leadership, which place increasing demands on improved leadership, which place increasing demands on principals (Grubb & Flessa, 2006; Pounder & Merrill, 2001)principals (Grubb & Flessa, 2006; Pounder & Merrill, 2001)

• Principal’s job has become increasingly complex (Institute for Principal’s job has become increasingly complex (Institute for Educational Leadership, 2000)Educational Leadership, 2000)

• Frustrations with lack of time, lack of resources, and pressures Frustrations with lack of time, lack of resources, and pressures of external requirements have grown considerably (Valentine, of external requirements have grown considerably (Valentine, Clark, Hackmann, & Petzko, 2002)Clark, Hackmann, & Petzko, 2002)

• Principalship is characterized by high turnover and a shortage Principalship is characterized by high turnover and a shortage of applicants (Gilman & Lanman-Givens, 2001; Schutte & of applicants (Gilman & Lanman-Givens, 2001; Schutte & Hackmann, 2006)Hackmann, 2006)

• Myths about the superprincipal or hero-principal persist Myths about the superprincipal or hero-principal persist (Copland, 2001; Grubb & Flessa, 2006)(Copland, 2001; Grubb & Flessa, 2006)

West Virginia’s Framework West Virginia’s Framework for 21for 21stst Century Schools Century Schools

Systematic ContinuousImprovement Process

Culture of Common Beliefs and Values: Dedicated to 21st Century Learning for All…Whatever it Takes

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Foundation for Leadership: Foundation for Leadership: An Interactional View of An Interactional View of

InstructionInstructionStudentLearning

ProfessionalLearning

SystemLearning

Knapp et al. (2003). Leading for learning sourcebook: Concepts and examples, p. 13.

Leading for Learning: Leading for Learning: Five Areas of ActionFive Areas of Action

1.1. Establishing a focus on learningEstablishing a focus on learning

2.2. Building professional communities that value Building professional communities that value learninglearning

3.3. Engaging external environments that matter for Engaging external environments that matter for learninglearning

4.4. Acting strategically and sharing leadershipActing strategically and sharing leadership

5.5. Creating coherenceCreating coherence

Knapp, M. S., Copland, M. A., Ford, B., Markholt, A., McLaughlin, M. W., Milliken, M., & Talberg, J. E. (2003)

Distributed Leadership: Distributed Leadership: Four UsagesFour Usages

1.1. Theoretical Lens for Looking at the Activity of Theoretical Lens for Looking at the Activity of LeadershipLeadership

2.2. Distributed Leadership for DemocracyDistributed Leadership for Democracy

3.3. Distributed Leadership for Efficiency and Distributed Leadership for Efficiency and EffectivenessEffectiveness

4.4. Distributed Leadership as Capacity BuildingDistributed Leadership as Capacity Building

Mayrowetz, D. (2008). Making sense of distributed leadership: Exploring the multiple usages of the concept in the field. Educational Administration Quarterly, 44, 424-435.

Distributed Leadership Distributed Leadership defined…defined…“Distributed leadership, then, means multiple sources of guidance

and direction, following the contours of expertise in an organization, made coherent through a common culture. It is the ‘glue’ of a common task or goal—improvement of instruction—and a common frame of values for how to approach that task—culture—that keeps distributed leadership from becoming another version of loose coupling…..Distributed leadership does not mean that no one is responsible for the overall performance of the organization. It means, rather, that the job of administrative leaders is primarily about enhancing the skills and knowledge of people in the organization, creating a common culture of expectations around the use of those skills and knowledge, holding the various pieces of the organization together in a productive relationship with each other, and holding individuals accountable for their contributions to the collective result” (Elmore, 2000, p. 15).

Distributed leadership is about creating Distributed leadership is about creating

leadership densityleadership density, , building and building and

sustaining leadership capacity sustaining leadership capacity

throughout the organization. People in throughout the organization. People in

many different roles can lead and affect many different roles can lead and affect

the performance of their schools in the performance of their schools in

different ways.different ways.

““Leadership activity at the level of Leadership activity at the level of

the school, rather than at the level of the school, rather than at the level of

an individual leader or small group of an individual leader or small group of

leaders, is the appropriate unit of leaders, is the appropriate unit of

analysis in studying leadership analysis in studying leadership

practice” practice”

(Spillane, Halverson, & Diamond, 2004, p. 28).(Spillane, Halverson, & Diamond, 2004, p. 28).

Empirical Research on Empirical Research on Distributed LeadershipDistributed Leadership

• There is a thin (but growing) body of empirical There is a thin (but growing) body of empirical evidence about the effects of distributed leadership evidence about the effects of distributed leadership (Harris, Leithwood, Day, Sammons, & Hopkins, (Harris, Leithwood, Day, Sammons, & Hopkins, 2007; Leithwood & Jantzi, 2006)2007; Leithwood & Jantzi, 2006)

• There is little evidence of a direct causal relationship There is little evidence of a direct causal relationship between distributed leadership and school between distributed leadership and school achievement (Hartley, 2007)achievement (Hartley, 2007)

• Research has investigated teacher leadership Research has investigated teacher leadership (Firestone & Martinez, 2007), role of district leaders (Firestone & Martinez, 2007), role of district leaders (Leithwood et al., 2007), practices in elementary (Leithwood et al., 2007), practices in elementary schools (Spillane, Cambrun, & Pareja, 2007)schools (Spillane, Cambrun, & Pareja, 2007)

Moving away from Moving away from Traditional Organizational Traditional Organizational

StructuresStructuresDistributing leadership, in a practical sense, Distributing leadership, in a practical sense,

means a shift away from the traditional, means a shift away from the traditional, hierarchical, “top-down” model of leadership to hierarchical, “top-down” model of leadership to

a form of leadership that is collaborative and a form of leadership that is collaborative and shared. It means a departure from the view that shared. It means a departure from the view that

leadership resides in one person to a more leadership resides in one person to a more complex notion of leadership where developing complex notion of leadership where developing

broad based leadership capacity is central to broad based leadership capacity is central to organizational change and development.organizational change and development.

Distributed Leadership: Distributed Leadership: Three Essential ElementsThree Essential Elements

• Leadership Leadership practicepractice is the central and is the central and anchoring concernanchoring concern

• Leadership practice is generated in the Leadership practice is generated in the interactionsinteractions of leaders, followers, and their of leaders, followers, and their situation; each element is essential for situation; each element is essential for leadership practiceleadership practice

• The The situation situation both defines leadership practice both defines leadership practice and is defined through leadership practiceand is defined through leadership practice

Spillane, J. P. (2006). Distributed leadership. San Francisco: Jossey-Bass.

Promoting Distributed Promoting Distributed Leadership:Leadership: Six Key Six Key

FunctionsFunctions (Murphy, 2005)(Murphy, 2005)• Crafting a vision, delineating expectations for Crafting a vision, delineating expectations for

teacher leadership in the schoolteacher leadership in the school

• Identifying and selecting teacher leaders, Identifying and selecting teacher leaders,

linking them to leadership opportunitieslinking them to leadership opportunities

• Legitimizing the work of teacher leadersLegitimizing the work of teacher leaders

• Providing direct supportProviding direct support

• Developing leadership skill setsDeveloping leadership skill sets

• Managing the teacher leadership processManaging the teacher leadership process

Model of Distributed Leadership Model of Distributed Leadership Focused on Large Scale Focused on Large Scale

Improvement Improvement (Elmore, 2000)(Elmore, 2000)• The purpose of leadership is the improvement of The purpose of leadership is the improvement of

instructional practice and performance, regardless of instructional practice and performance, regardless of rolerole

• Instructional improvement requires continuous Instructional improvement requires continuous learninglearning

• Learning requires modelingLearning requires modeling

• The roles and activities of leadership flow from the The roles and activities of leadership flow from the expertise required for learning and improvement, expertise required for learning and improvement, not from the formal dictates of the institutionnot from the formal dictates of the institution

• The exercise of authority requires reciprocity of The exercise of authority requires reciprocity of accountability and capacityaccountability and capacity

Distributing Leadership within Distributing Leadership within the Schoolthe School

• Building Leadership Team, School Improvement TeamBuilding Leadership Team, School Improvement Team

• Data Analysis TeamData Analysis Team

• Response to Intervention TeamResponse to Intervention Team

• Goal Teams (to assist with implementing each building goal)Goal Teams (to assist with implementing each building goal)

• Grade Level Lead Teachers, Middle Level Team Leaders, Grade Level Lead Teachers, Middle Level Team Leaders, Department HeadsDepartment Heads

• Professional Development TeamProfessional Development Team

• Peer coachingPeer coaching

• Mentors for novice teachers, instructional coachesMentors for novice teachers, instructional coaches

Distributed leadership includes not only teachers but alsoother professional staff, support staff, parents,

stakeholders, and students.

Taxonomy of Distribution Taxonomy of Distribution (MacBeath, 2005)(MacBeath, 2005)• Distribution as cultural:Distribution as cultural: practicing leadership as a practicing leadership as a

reflection of the school’s culture, ethos, and traditionsreflection of the school’s culture, ethos, and traditions• Distribution as opportunistic:Distribution as opportunistic: capable teachers capable teachers

willingly extending their roles to school-wide leadership willingly extending their roles to school-wide leadership because they are pre-disposed to taking initiative to leadbecause they are pre-disposed to taking initiative to lead

• Distribution as incremental:Distribution as incremental: devolving greater devolving greater responsibility as people demonstrate their capacity to leadresponsibility as people demonstrate their capacity to lead

• Distribution as strategic:Distribution as strategic: based on planned appointment based on planned appointment of individuals to contribute positively to the development of individuals to contribute positively to the development of leadership throughout the schoolof leadership throughout the school

• Distribution as pragmatic:Distribution as pragmatic: through necessity; often ad through necessity; often ad hoc delegation of workloadhoc delegation of workload

• Distribution formally:Distribution formally: through designated roles/job through designated roles/job descriptiondescriptionLowest

Highest

Distributing Leadership: Distributing Leadership: A A Developmental ProcessDevelopmental Process

(MacBeath, 2005)(MacBeath, 2005)• Phase I: Phase I: Treading cautiouslyTreading cautiously

Principal strategically identifies leadership needs of school, Principal strategically identifies leadership needs of school, identifies people who have the requisite capacities, and assigns identifies people who have the requisite capacities, and assigns responsibilities to them.responsibilities to them.

• Phase II: Phase II: Widening the scope of leadershipWidening the scope of leadershipCreation of a culture that offers teachers an opportunity to Creation of a culture that offers teachers an opportunity to learn from one another’s practice. Principal works to create an learn from one another’s practice. Principal works to create an enabling environment, which encourages innovative ideas enabling environment, which encourages innovative ideas from all members of the school (teachers, pupils, staff, from all members of the school (teachers, pupils, staff, parents).parents).

• Phase III: Phase III: “Standing back”“Standing back”Maintaining the dynamic by supporting others; culture is Maintaining the dynamic by supporting others; culture is characterized by mutual trust and self-confidence.characterized by mutual trust and self-confidence.

Distributed Leadership in Distributed Leadership in your Schoolyour School

• Develop a list of activities/functions/roles in Develop a list of activities/functions/roles in which leadership currently is being distributed which leadership currently is being distributed within your building.within your building.

• Using MacBeath’s three developmental Using MacBeath’s three developmental phases, identify your building’s current phase phases, identify your building’s current phase (I, II, III).(I, II, III).

Barriers to Distributed Barriers to Distributed LeadershipLeadership

• Identify barriers that exist within your building Identify barriers that exist within your building and district, which currently may restrict your and district, which currently may restrict your effectiveness in developing a school culture effectiveness in developing a school culture that embraces distributed leadership.that embraces distributed leadership.

• In small groups, discuss your lists. Are these In small groups, discuss your lists. Are these barriers consistent or different across schools, barriers consistent or different across schools, based upon your unique organizational based upon your unique organizational contexts? How can these barriers be contexts? How can these barriers be eliminated?eliminated?

Potential Barriers…Potential Barriers…• Community (and possibly the district office’s) expectation that the Community (and possibly the district office’s) expectation that the

principal is in charge of every leadership activityprincipal is in charge of every leadership activity• Changing a school’s culture, when teachers are accustomed to being Changing a school’s culture, when teachers are accustomed to being

followersfollowers• Time: For developing leadership skills, releasing teachers to engage Time: For developing leadership skills, releasing teachers to engage

in leadership activitiesin leadership activities• Union resistance to teachers performing duties perceived to Union resistance to teachers performing duties perceived to

administrative (such as involvement in teacher supervision or administrative (such as involvement in teacher supervision or evaluation)evaluation)

• Administrators’ willingness to “let go” when we ultimately are Administrators’ willingness to “let go” when we ultimately are accountableaccountable

• Can create “winners” and “losers;” teachers who traditionally have Can create “winners” and “losers;” teachers who traditionally have been in leadership roles may perceive a loss of powerbeen in leadership roles may perceive a loss of power

• Teachers with leadership skills may be pulled from the classroom by Teachers with leadership skills may be pulled from the classroom by district administrators, to train others throughout the district. They district administrators, to train others throughout the district. They may be recruited by other schools/districts for employment may be recruited by other schools/districts for employment opportunitiesopportunities

Implementing Distributed Implementing Distributed LeadershipLeadership

Working in groups:Working in groups:

• Identify additional activities in which you can Identify additional activities in which you can involve your faculty and staff members in involve your faculty and staff members in leadership activities in your school. For each leadership activities in your school. For each activity, identify one or two staff members who activity, identify one or two staff members who has the knowledge, skills, and capacity to lead the has the knowledge, skills, and capacity to lead the initiative.initiative.

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528-533.528-533.• Elmore, R. F. (2000). Elmore, R. F. (2000). Building a new structure for leadership. Building a new structure for leadership. Washington, Washington,

DC: The Albert Shanker Institute.DC: The Albert Shanker Institute.• Firestone, W. A. (1996). Leadership roles or functions? In K. Leithwood, J. Firestone, W. A. (1996). Leadership roles or functions? In K. Leithwood, J.

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