DISTRIBUTED LEADERSHIP

Practice of Distributed Leadership to Improve Teaching and Learning in Irish Primary Schools

Abstract

The numerous responsibilities of the school principal encompass many facets of leadership, from managing the building and staff to being the instructional leader for the teachers. The literature review revealed that multiple empirical studies had been conducted to assess principals' leadership styles and abilities, whereas a few had focused on determining the ways in which principals choose to direct their staffs. The studies differed with regard to research subjects, methodology, and results. Recent research on school leadership demonstrated that the leader's style and practices significantly impact student achievement. In addition sustaining leadership requires a plan for distributing it to others. In this age of accountability, what is effective, accountable leadership? For several years, education has been under scrutiny by politicians, the media, and the public. The current accelerated drive for high academic standards, accompanied by high-stakes testing and enhanced by passage of the No Child Left Behind Act of 2001(NCLB), has underscored the need for the school principal to be a successful leader capable of raising the level of student academic achievement. As expectations for educational leaders have risen, researchers have demonstrated an increased interest in educational leadership practices and their relationship to student achievement. Distributed leadership is increasingly viewed as the leadership model for the accountability age.

Table of Contents

Abstractii

Introduction1

Discussion2

Distributed Leadership3

Traditional Leadership versus Distributed Leadership4

The Roles of the Principal6

Political expert7

Facilitator9

Changing Role of the Principal9

The Role of the Principal in Developing Teacher Leaders11

Spillane's Types of Distributed Leadership13

Collaborated distribution13

Collective distribution13

Coordinated distribution13

Merits of Distributed Leadership15

Limitations to Distributed Learning18

Implementation of Distributed Leadership in Schools20

Conclusion22

References23

Practice of Distributed Leadership to Improve Teaching and Learning in Irish Primary Schools

Introduction

Since the 1980's, there has been an explosion of school reforms throughout the world. Many changes have been stimulated by the effects of the rapid development of information technology, globalization, and high expectations to provide not only schooling for every child, but also ensuring high levels of student achievement. In Ireland schools are now expected to respond to set growth targets (Camburn, Rowan and Taylor 2003, p. 347). The academic achievement assessment instruments used in national and state accountability systems place curricular decisions and instructional practice at the centre of rigorous discussion. Principals may need to look at a change in leadership practices in schools to respond to the moral responsibility and mission to educate each child to high levels (Camburn, Rowan and Taylor 2003, p. 347). Under these circumstances, it may no longer be plausible for teachers to close their doors and teach in isolation. Schools can no longer tolerate the division of effort, administration, and teacher, if they are to ensure that each child achieves proficiency in language arts and mathematics. Indeed, leaders and teachers should find ways to tap teacher expertise and develop teacher leaders among the ranks (Camburn, Rowan and Taylor 2003, p. 347).

According to Camburn, Rowan and Taylor (2003), teacher leadership has not been widely practiced and has been narrowly defined. Teachers have felt that leadership roles belong to someone ...