Distributed Leadership E-Book

James P. Spillane

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: JB Leadership Library in Education
• Sprache: Englisch

Seitenzahl: 173

Veröffentlichungsjahr: 2012

Beschreibung

James Spillane, the leading expert in Distributed Leadership, shows how leadership happens in everyday practices in schools, through formal routines and informal interactions. He examines the distribution of leadership among administrators, specialists, and teachers in the school, and explains the ways in which leadership practice is stretched over leaders, followers, and aspects of the situation, including routines and tools of various sorts in the organization such as memos, scheduling procedures, and evaluation protocols. This book is a volume in the Jossey-Bass Leadership Library in Education--a series designed to meet the demand for new ideas and insights about leadership in schools.

Leseprobe

Contents

Title

Copyright

Dedication

Acknowledgments

The Author

Chapter 1: The Nature of the Beast

Setting the Scene

The Lure of Leaders in the “Heroics of Leadership” Genre

A Distributed Perspective on Leadership: Essential Elements

Problems with the Heroics of Leadership

Prescription or Perspective?

What Is Leadership?

Building a Framework for Seeing Things Anew

Distributed Leadership: A Case of Old Wine in New Bottles?

Replica or Relative?

Leadership Practice and Instruction

Conclusion

Chapter 2: The Leader-Plus Aspect

Setting the Scene

Overview

Who Performs Leadership Work?

How Are Leadership Responsibilities Arranged?

How Does Leadership Get Distributed?

What Makes a Leader Influential?

Conclusion

Chapter 3: The Practice Aspect

Setting the Scene

Shifting Focus to Leadership Practice

The People Dimension

The Situation Dimension

Conclusion

Chapter 4: A Distributed Perspective on and in Leadership Practice

Getting Practical

Getting to Practice

A Distributed Perspective on Leadership Practice

A Distributed Perspective in Leadership Practice: Design Principles

Lessons from Practice, for Practice

Developing Leadership Practice

Leadership Policy

Conclusion

References

Index

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Library of Congress Cataloging-in-Publication Data

Spillane, James P.

Distributed leadership / James P. Spillane.—1st ed.

p. cm. — (The Jossey-Bass leadership library in education)

Includes bibliographical references and index.

ISBN-13: 978-0-7879-6538-9 (alk. paper)

ISBN-10: 0-7879-6538-3 (alk. paper)

1. Educational leadership—United States. 2. School management and organization—United States. I. Title. II. Series.

LB2805.S745 2006

371.2—dc22 2005017309

THE JOSSEY-BASS Leadership Library in Education

Andy HargreavesConsulting Editor

THE JOSSEY-BASS LEADERSHIP LIBRARY IN EDUCATION is a distinctive series of original, accessible, and concise books designed to address some of the most important challenges facing educational leaders. The authors are respected thinkers in the field who bring practical wisdom and fresh insight to emerging and enduring issues in educational leadership. Packed with significant research, rich examples, and cutting-edge ideas, these books will help both novice and veteran leaders understand their practice more deeply and make schools better places to learn and work.

ANDY HARGREAVES is the Thomas More Brennan Chair in Education in the Lynch School of Education at Boston College and the author of numerous books on culture, change, and leadership in education.

For current and forthcoming titles in the series, please see the last pages of this book.

Acknowledgments

Authorship often fails to reflect that books are collaborative endeavors; the pages that follow have benefited from the work of many hands and minds. Special thanks go to the teachers and school leaders who opened up their schools, allowing my research team to attend meetings, sit in classrooms, and generally hang out over a period of five years. As a tribute to their generosity, this first book from the Distributed Leadership Study is about the practice of leadership.

This book would not have been possible without the contributions of an outstanding interdisciplinary research team of postdoctoral fellows, graduate students, and undergraduate students at Northwestern University. I am especially grateful to John Diamond, who served as my project director for the Distributed Leadership Study. Special thanks also go to Patricia Burch, Lawrence Brenninkmeyer, Fred Brown, Loyiso Jita, Richard Halverson, Jennifer Sherer, Amy Coldren, Tim Hallett, Tondra Loder, and Antonia Randolph.

This book also would not have been possible without the generous financial support for the Distributed Leadership Study from the National Science Foundation (REC-9873583) and the Spencer Foundation (200000039). Special thanks go to Jim Dietz and Elizabeth Vanderputten at the National Science Foundation for their ongoing support for the project and for their challenging questions. Northwestern University’s School of Education and Social Policy and Institute for Policy Research also provided extensive support for the project, as did a group of colleagues who provided invaluable critique on the research. I am also grateful to the New Zealand Fulbright Committee for supporting my visit to New Zealand to discuss many of the ideas outlined in this book. I owe thanks to the Rockefeller Foundation for supporting a conference at Bellagio, where I was able to discuss and get feedback on this work from a wonderful group of scholars, and to the Carnegie Corporation (Grant # B 7615) for providing the resources to engage practitioners in conversations about the ideas outlined in the following pages. The National College of School Leadership in England supported numerous opportunities for conversations about school leadership, including the ILERN Network.

Many individuals—far too many to mention by name here—have contributed greatly to my thinking about distributed leadership over the past decade. I wish, however, to acknowledge the people who have taken the time to read and provide invaluable feedback on earlier drafts of this book or some part of it. This manuscript has benefited tremendously from the thoughtful critiques of Paul Cobb, David Cohen, Larry Cuban, Peter Gronn, Alma Harris, Fred Hess, Barton Hirsch, Gabrielle Lacomski, Ben Levin, Cecil Miskel, Enrique Orlina, Andrew Ortony, and Camille Rutherford. I owe a very special thank you to Andy Hargreaves, whose careful and incisive feedback on numerous versions helped push my thinking and writing. I thank Aditi Mohan, Marilyn Sherman, and Mark Swindle for their help and patience with editing, figures, and references.

As always, my immediate and extended family have provided unwavering love and support, for which I am greatly indebted to them. Finally, without the companionship and support of my partner Richard Czuba, this book would never have been written. He has been a tough critic of the work, endured all the headaches that come with such a writing project, and has done all this with grace and patience.

Of course, none of these individuals or agencies are responsible for the pages that follow. I alone take that responsibility.

J.P.S.

For Richard

The Author

James P. Spillane is the Spencer T. and Ann W. Olin Chair in Learning and Organizational Change at Northwestern University, professor of human development and social policy, professor of learning sciences, and faculty fellow at the Institute for Policy Research. He was formerly a primary school teacher in Ireland. Spillane’s research focuses on local implementation of government education policy and on school leadership. He is author of Standards Deviation: How Schools Misunderstand Education Policy (2004) and numerous journal articles.

Chapter 1

The Nature of the Beast

Setting the Scene

Adams School on Chicago’s South Side is something of a success story. Serving students from homes well below the poverty line, Adams was in crisis in the late 1980s; only 16 percent of its students scored at or above national norms on standardized tests in reading. A decade later, administrators, teachers, and students at Adams had reason to celebrate. Students had made impressive gains on achievement tests, and attendance rates had improved considerably. Adams had developed a reputation as a success and as a place where teachers wanted to work.