Discussionon Distributed Leadership
Discussionon Distributed Leadership
Development in anyinstitution or organization is based on managerial strategies andplans. Good collaboration and commitment among stakeholders shouldprevail to realize the plans and strategies. Every member holds animportant collective role in achieving an organization`s objectivesand goals. The paper will discuss distributed leadership and howstakeholders utilize it for a five-year strategic plan for improvinga local school.
Distributed leadership is an analytical and conceptual way ofunderstanding the way the leadership of stakeholders in anorganization takes place. It is applied in learning institutions, butit has expounded to other domains like in businesses. Distributedleadership focus on how stakeholders get involved in the tasks thatare running in the organization (Crawford,2012). The approach ensures there is a healthyinteraction between leaders, other stakeholders, and the tasks.
Distributedleadership is a procedure that involves sharing of efforts among somepeople. In a school set-up, distributed leadership is achievedthrough using a shared leadership and observing democracy in sharingof responsibilities.
Utilizationof Distributed Leadership in a Local School Improvement
A five-year strategic plan is a strategy aimed at developing andaffirming the core values of an institution for the next period offive years. The strategy is characterized by the collaboration of allstakeholders in the school who include the school improvementcouncil, parent-teacher organization, and the students. If schoolsare to meet their plans, they should major on their leadership andensure that distributed leadership is understood. The approach isused in school administration and increases the demand for theorganization leaders.
By democracy, distributed leadership facilitates liberal thinking andarguments, especially in decision-making. Besides, in a democraticleadership, there is justice, equity and equal sharing ofopportunities. Further, having trust in teachers’ work is importantin building a good relationship between school leaders and teachers.Both teachers and school leaders require space to carry their opinionand perform their leadership skills. The collaboration of teachersand other school leaders creates a conducive school environment thatis favorable for achieving the school goals and objectives.
There should be devolved school management that encourages the use ofa decentralized system of running the institution. The stakeholderswill have freedom of choice and evaluation is determined from theresults. In this system, leadership is devolved from highly rankedleaders to the local level. The teachers and school leaders areaccountable and responsible for developing education.
The distributed leadership should focus on managing the goal-basedsystem. The school leadership should take responsibility in having aworking environment and focusing on personal issues. They shouldcontrol the school economy, evaluate work quality and respondpromptly during a crisis. In addition, school heads should be at thefront line in leading a pedagogical leadership and work in the school(Neumerski,2013).
Standard tests should be regularly used to evaluate the schoolachievement in line with the five-year plan. Besides, student’sperformance is a standard measure in evaluating whether the plans arebenefiting the school or not. All leaders should set their targetsthat they should achieve by the end of a given period, the targetwill ensure they remained focused and determined towards achievingit.
Componentsof Distributed Leadership
Distributed leadership is made up of three components, which areleader plus, practice and situation.
Leader plus views leadership as collective duty and distributedacross some people. It indicates leadership as enactment rather thanthe role. Leadership is portrayed as a collaborative and coordinateddistribution of responsibilities. Collaborated distribution involvesa group of leaders performing duties in a consensus at the same placeand time(Jones, Harvey & Ryland, 2012). On the other hand,coordinated distribution involves the performance of duties in awell-arranged sequence. Any leader who uses the theories embracesdistribution of leadership.
Practice is the outcome of the interaction of leaders, theirfollowers and the situation after a period. In this case, the mode ofunderstanding and arguing is by the interaction of a group of peoplerather than individuals. Evaluating how leaders carry out tasks isthe best approach to get the results of distributed leadership.
The situation is made up of the task complexity, stability of thestaff, and the structure of the organization. The situation directshow leaders perform their activities. In addition, there iscontingency theory that explains the situation as the context withinwhich leaders perform. The theory views the situation as constitutiveand influenced by tools and routines. Tools are the objects thatenable an action to be carried while the routine is a regularsequence of performing activities.
In conclusion, distribution leadership is an important strategy ofsharing leadership responsibilities. The activities are carried outcorrectively and not at the individual level. The strategy assist inensuring every member has a role to play, and the outcomes aremonitored at the end of the set period. The strategy is effective incarrying out a five-year plan strategy in a school set-up, where theschool council, parents-teachers, and the school leaders are activelyinvolved in achieving the school goals and objectives.
Crawford,(2012). Solo and distributed leadership: Definitions anddilemmas. Educational
ManagementAdministration & Leadership, 40(5),610-620.
Jones,Harvey & Ryland, (2012). Distributedleadership: A collaborative
frameworkfor academics, executives and professionals in highereducation. Journalof Higher Education Policy and Management, 34(1),67-78.
Neumerski,(2013). Rethinkinginstructional leadership, a review: What do we know about
principal,teacher, and coach instructional leadership, and where should we gofrom here?. Educationaladministration quarterly, 49(2),310-347.