Shared Leadership is central to our understanding of Leadership for Learning.  However, the phrase ‘shared leadership’ is used by different people to describe various shared leadership situations, often with different purposes and nuances of meaning: dispersed leadership: leadership density; distributed leadership; distributed perspective; parallel leadership and so on. Some interpretations focus on a ‘top down’ approach, dependent and ‘in the gift’ of formal leaders.  Other interpretations describe a more organic and ‘bottom up’ situation, one that might be subject to the influences of formal leaders but is not necessarily dependent on them.  Waterhouse and Moller [2009], in describing a multi-schools Leadership for Learning Project  outline a shared leadership continuum  that  reveals ‘cultural restraints and differential developments that place school-wide practice somewhere along a continuum that spans formal individualised structures to more fluid, spontaneous and dispersed forms of leadership.’ [123,124]

On a similar note, Waterhouse and Moller [2009: 121] quote MacBeath as follows in this regards:

‘We do not assume leadership to be something that resides within the individual at the apex of the organisational pyramid, but as exercised across the community, ‘distributive’ rather than ‘distributed’ as delegation, or in the gift of management. We seek out leadership not only in the most likely, but in the most unlikely of places. We expect to find it both in the informal life of the school as well as within its formal structures. It may be assumed as well as delegated, and expressed spontaneously as well as in formalised planning. (MacBeath et al., 2003: 7).’

The differing terms that are used to describe shared leadership contexts is highlighted by Spillane, Healey, Parise and Kenney [2011:160]  who argue that :

‘Usage of the term ‘distributed perspective’ and ‘distributed leadership’ vary widely, and even those who use distributed leadership as a conceptual lens do not do so uniformly.  Some scholars focus exclusively on who takes responsibility for key organisational functions, whereas others add to this a consideration of the practice of leading and managing.  Yet even when scholars take the practice into account, some equate leading and managing practice with the actions or behaviours of individuals [Leithwood et al., 2007] whereas others see this practice as a web of interactions [Spillane, 2006; Spillane And Diamond, 2007].

A distributed web of leadership interactions exists in every school but varies in different degrees as to its focus on pupil learning or indeed the professional learning of staff, the focus of the Spillanne et al. article in the recommended reading below.  Within this web of interactions are issues such as  activity, agency, dialogue and a fcous on learning,  all  central to effective shared leadership in the context of Leadership for Learning.  These are key issues highlighted in MacBeath's brief paper Leadership for learning: concepts, principles and practice.  

A summary of the key issues around differing interpretations and issues connected with the area of shared leadership can be found in the following excerpt from Robinson and Timperley core text entitled Patterns of leadership distribution.  A key reference at the end of this summary is to the work of Vivianne Robinson. For Robinson [2009:238], 'The question to ask is not “Does distributed leadership make a difference to student outcomes?” but “What are the relative impacts of particular types of distributed leadership practice?”.......Without concepts and indicators of distributed leadership that are infused with such educational content we will learn more about who does what in schools and very little about the difference it makes to the achievement and well being of students.'  

A number of the student activities in this section of the courses will explore how the actions of middle leaders can directly support a process of sharing leadership, delegating responsibilities and supporting or providing opportunities for colleagues to lead on developments.  However  the recommended readings will highlight the nature and impact of dispersed forms of leadership as a natural part of organisations, varying in degrees and character by the nature and cultures  of the organisations and the  individuals involved.

 

 Recommended Texts

Students are advised to read first  the following as an excellent introduction to the key issues and theimportant  position of shared leadership within the wider framework of  Leadership for Learning.

Waterhouse, J. and Moller, J. [2009] Shared Leadership [principle 4].  In MacBeath, J. & Dempster, N. (eds) [2009] Connecting Leadership and Learning: principles for practice.  London: Routledge. 

Additional recommended texts include:

  • Spillane, J.P., Healey, K., Paries, L.M., and Kenney, A. [2008] A Distributed Perspective on Learning Leadership.  In Robertson, J & Timperley, H. [eds] [2011] Leadership and Learning. Los Angeles: Sage.

Reflective Activity following your reading

MacBeath describes in the article above shared  leadership that is  ' 'distributive' rather than 'distributed' ' and he uses expressions such as 'arising informally',  'assumed'  and 'expressed spontaneously' to describe this leadership.

  • Have you any examples of this sort of leadership that you have come across? What was its effect, if any on such things as fellow teachers or pupils.

  • Are there some key preconditions for this sort of leadership to emerge?

Use either or both the above questions to post  your reflections to fellow students on the Discussion Board.

Next Steps

Oncomplteions of  your reading and the above activity move onto The Middle Leader and Shared Leadership


Last modified: Monday, 12 November 2012, 7:25 PM