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What is Distributed Leadership

Chapter 9
Cutting-Edge Innovations in Teaching, Leadership, Technology, and Assessment
An approach that focuses on shared management with decision making dispersed to collaborative groups.
Published in Chapter:
DREAM Educational Management and Leadership: A Student- and Teacher-Centred Approach to Inspire Change and Growth
Phil Quirke (Higher Colleges of Technology, UAE)
Copyright: © 2024 |Pages: 14
DOI: 10.4018/979-8-3693-0880-6.ch009
Abstract
This chapter describes the DREAM educational management and leadership approach, which the author has been implementing, researching, and developing for two decades. The DREAM acronym is based on ten principles inspired by teachers that ensure the educational teacher leader focuses on students and their learning by placing teachers at the heart of the institution. DREAM stands for develop, recruit, enhance, appraise, motivate and delegate, respect, enjoy, attend, and mentor. These ten principles are sequenced to provide a pathway of continuous teacher leadership development although they are all interdependent and practiced as a coherent whole. Each of the sections within the chapter is based on a principle and describes how it has been applied in a variety of contexts using feedback from previous course participants. The aim is to provide the reader with a series of short case studies of the DREAM approach in action.
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Chapter 5
Empowering School Leaders as Middle Executives in the Centralized Education System of Cyprus
A form of shared leadership in which the leader promotes collaborative decision-making and distributes leadership duties to all the staff.
Published in Chapter: Empowering School Leaders as Middle Executives in the Centralized Education System of Cyprus; From: Handbook of Research on Activating Middle Executives’ Agency to Lead and Manage During Times of Crisis
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Chapter 10
Building Higher Education Community: A Lesson From Nebraska
A form of leadership where leadership roles are shared, and where group collaboration and decision making are encouraged and valued.
Published in Chapter: Building Higher Education Community: A Lesson From Nebraska; From: Professional and Ethical Consideration for Early Childhood Leaders
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Chapter 13
Effective Educational Leadership in the Digital Age: An Examination of Professional Qualities and Best Practices
Views-- leadership as collective based on teams, groups and organizational characteristics. It opposes the supposition that individuals should lead others in order to ensure change (Heller and Firestone, 1995 AU79: The in-text citation "Heller and Firestone, 1995" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). Distributed Leadership assumes that leadership is not limited at the top elite but members at the various level in the organization are potential leaders.
Published in Chapter: Effective Educational Leadership in the Digital Age: An Examination of Professional Qualities and Best Practices; From: Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education
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Chapter 6
Teacher Leadership as a Value of Restorative Justice Practice in Schools
Empowering stakeholders at all levels and experiences to engage in decision-making and inquiry to make improvements.
Published in Chapter: Teacher Leadership as a Value of Restorative Justice Practice in Schools; From: Restorative Justice and Practices in the 21st Century
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Chapter 14
The Flow System: Practitioner Tools for Navigating Complexity
A hybrid leadership model that is distributed, top-down, bottom-up, and horizontally, bringing the decision-making capabilities to those closest to the problem. Distributed leadership consists of self-leadership at the individual level, shared leadership at the team level, functional leadership at the multiteam system level, and instrumental, global, and strategic leadership at the executive levels.
Published in Chapter: The Flow System: Practitioner Tools for Navigating Complexity; From: Cases on Performance Improvement Innovation
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Chapter 9
Innovative Leadership: The Higher Educational Context
“ A group activity that works through and within relationships, rather than individual action” (Bennet et al. as cited in Bolden, 2011 , pp. 251-252).
Published in Chapter: Innovative Leadership: The Higher Educational Context; From: Enhancing Learning Design for Innovative Teaching in Higher Education
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Chapter 116
Strategic Transformational Organizational Leadership
This is when the roles and responsibilities from the top of the hierarchy are delegated to others.
Published in Chapter: Strategic Transformational Organizational Leadership; From: Encyclopedia of Strategic Leadership and Management
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Chapter 16
Feedback and Feedforward Dynamics: Nexus of Organizational Learning and Leadership Self-Efficacy
Distributed leadership is a characteristic that the collective have rather than solely the individual, it is a collective action where the total is notably more than the sum of its parts; the distributed perspective of leadership practice takes shape in the interactions of people and their situation, instead of the individual leader’s actions, an approach in alignment with the systems perspective. These leadership behaviors energize individuals to innovate and explore new ideas.
Published in Chapter: Feedback and Feedforward Dynamics: Nexus of Organizational Learning and Leadership Self-Efficacy; From: Encyclopedia of Strategic Leadership and Management
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Chapter 5
Rethinking Education Delivery for the 21st Century
Individuals or groups identified as providing leadership; a combination of principals, assistant principals, and teachers.
Published in Chapter: Rethinking Education Delivery for the 21st Century; From: Participatory Pedagogy: Emerging Research and Opportunities
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Chapter 22
Designing Schools as Learning Centers
Individuals or groups identified as providing leadership; a combination of principals, assistant principals, and teachers.
Published in Chapter: Designing Schools as Learning Centers; From: Handbook of Research on Modern Educational Technologies, Applications, and Management
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Chapter 15
Change Leadership, Management and Strategies to Promote Quality University Teaching and Learning
Collegial and collaborative approaches to change that build on the expertise and needs of all those involved in advancing the vision of an organisation.
Published in Chapter: Change Leadership, Management and Strategies to Promote Quality University Teaching and Learning; From: Handbook of Research on Administration, Policy, and Leadership in Higher Education
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Chapter 10
Uncover the Hidden Relationships of Work: A Visualisation Tool to Support Informed Change Decisions
Distributed leadership indicates that leadership is viewed as an activity that is spread out between the members of a group or organisation ( Bolden, 2011 ). Leadership may be seen as emerging informally ( Lichtenstein et al., 2006 ) and its existence may be identified as the situations in the work of a team where direction, co-orientation and action space are created ( Crevani et al., 2010 ).
Published in Chapter: Uncover the Hidden Relationships of Work: A Visualisation Tool to Support Informed Change Decisions; From: Global Business Leadership Development for the Fourth Industrial Revolution
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Chapter 23
Teacher Leadership: Supporting Special Educators' Career Development
A leadership practice that increases leadership capacity at a school through the sharing of authority, power, and responsibilities across multiple stakeholders.
Published in Chapter: Teacher Leadership: Supporting Special Educators' Career Development; From: Handbook of Research on the Educator Continuum and Development of Teachers
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Chapter 7
Racial Differences in Perceptions of Shared Leadership Among IT Managers
Another term for shared leadership (Pearce et al., 2014).
Published in Chapter: Racial Differences in Perceptions of Shared Leadership Among IT Managers; From: Effective Strategies for Communicating Insights in Business
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Chapter 8
Digital Transformation in Primary and Secondary Education in Japan
To encourage all staff members to exercise leadership in their respective roles in appropriate and necessary situations.
Published in Chapter: Digital Transformation in Primary and Secondary Education in Japan; From: Emerging Trends and Historical Perspectives Surrounding Digital Transformation in Education: Achieving Open and Blended Learning Environments
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Chapter 6
Teacher Leadership in Special Education
The idea that power and influence is disseminated among stakeholders by individual leaders to shift the focus from the individual leader to the collaborative group.
Published in Chapter: Teacher Leadership in Special Education; From: Empowering Formal and Informal Leadership While Maintaining Teacher Identity
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Chapter 7
Special Education Teacher Leadership: A Vital Component in Enhancing Inclusionary Practices in Schools
A leadership practice that increases leadership capacity at a school through the sharing of authority, power, and responsibilities across multiple stakeholders.
Published in Chapter: Special Education Teacher Leadership: A Vital Component in Enhancing Inclusionary Practices in Schools; From: Empowering Formal and Informal Leadership While Maintaining Teacher Identity
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Chapter 4
Program Directors as Collegial Academic Leaders
Distributed leadership is an approach to leadership in which decision making for various elements may be allocated to others, but the leader maintains the power for decision making and may embrace or exclude the views of others.
Published in Chapter: Program Directors as Collegial Academic Leaders; From: Handbook of Research on Educational Leadership and Research Methodology
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