Fostering the capacity for distributed leadership: a post-heroic approach to leading school improvement

Klar, Hans W.; Huggins, Kristin Shawn; Hammonds, Hattie L.; Buskey, Frederick C.

doi:10.1080/13603124.2015.1005028

Cited by 65 publications

(55 citation statements)

References 43 publications

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“…Definitions of distributed leadership highlight the stretching, sharing, and spreading of leadership tasks across multiple formal and informal roles throughout the school (Klar, Huggins, Hammonds, & Buskey, 2016;Smylie, Mayrowetz, Murphy, & Louis, 2007;Spillane et al, 2004). Distributed leadership is social and relational, occurring within the interactions of individuals .…”

Section: Distributed Instructional Leadershipmentioning

confidence: 99%

Drivers for Change: A Study of Distributed Leadership and Performance Adaptation During Policy Innovation Implementation

Zuckerman

Wilcox

Durand

et al. 2017

Leadership and Policy in Schools

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Scaling up innovation in the instructional core remains a vexing proposition. Such disruptive innovations require teachers to engage in performance adaptation. Schools vary in their capacity to support changes in teachers' daytoday work. By comparing distributed instructional leadership practices of "odds-beating" schools with those at "typically performing schools," this study identified four qualities of distributed instructional leadership that drive teacher performance adaptation: collective goal setting, instructional feedback, collective guided learning, and trusting relationships. These findings reiterate the need for policy to go beyond standards and accountability mandates to focus on the right drivers of change: capacity building, and opportunities for collaboration in tandem with pedagogical improvement.

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Section: Distributed Instructional Leadershipmentioning

confidence: 99%

Drivers for Change: A Study of Distributed Leadership and Performance Adaptation During Policy Innovation Implementation

Zuckerman

Wilcox

Durand

et al. 2017

Leadership and Policy in Schools

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show abstract

“…Indeed, distributed instructional leadership, which is founded on delegated authority and standards of professionalism (Neumerski, 2013), fundamentally depends on such chains of trust. Klar, Huggins, Hammonds, and Buskey (2016) provide empirical support for this claim. As secondary school principals in their study created the conditions for distributed instructional leadership, they also created relationships with their teacher leaders that built relational trust.…”

Section: Discussionmentioning

confidence: 68%

“…In fact, variable and insufficient funding accounted for a variety of challenges NY superintendents and principals were confronting (Cunningham, 2014;Venettozzi, 2014). Additionally, leaders had to make a consequential shift from status quo-oriented management to two related kinds of leadership: (1) policy innovation implementation leadership (Cobb, Donaldson, & Mayer, 2012); and (2) direct and indirect instructional leadership required under the new APPR system (Klar, Huggins, Hammonds, & Buskey, 2016;Neumerski, 2013;Rowland, 2015).…”

Section: Background: Race-to-the-top In New York Statementioning

confidence: 99%

The Role of District and School Leaders’ Trust and Communications in the Simultaneous Implementation of Innovative Policies

Lawson

Durand

Wilcox

et al. 2017

Journal of School Leadership

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This mixed-method multiple case study investigated nine elementary schools. Six "odds-beating schools," which serve relatively high numbers of economically disadvantaged children, achieved higher than predicted performance on state assessments when compared with three typically performing schools. The overarching research question guiding this study was: What forces, factors, and actors account for odds-beating schools' better outcomes? The trust-communication connection provided one answer. Relational trust in odds-beating schools is an intraorganizational phenomenon, and it is accompanied by interorganizational trust (reciprocal trust). These two kinds of trust are accompanied by intraschool and district officeschool communication mechanisms. Trust and communications are mutually constitutive as innovations are implemented. This connection is also an implementation outcome. When today's innovation implementation initiatives reinforce this trust-communication connection, it becomes an organizational resource for future innovation implementation.

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“…Despite the notion of heroic leadership within heroism science being life-affirming and productive, we must not forget that there are many who still negatively equate heroic leadership with the Great Man theory of leadership and promote the idea of moving to a "post-heroic" era of leadership (Fletcher, 2004;Klar, Huggins, Hammonds & Buskey, 2015). Within this context it is important to foster dialogue across disciplines, including theology, to engage others in a transformed understanding of the concept of "hero."…”

Section: Resultsmentioning

confidence: 99%

A Theological Perspective on Heroic Leadership in the Context of Followership and Servant Leadership

Robertson¹,

Mission²

2017

HeroSci

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Fostering the capacity for distributed leadership: a post-heroic approach to leading school improvement

Cited by 65 publications

References 43 publications

Drivers for Change: A Study of Distributed Leadership and Performance Adaptation During Policy Innovation Implementation

Drivers for Change: A Study of Distributed Leadership and Performance Adaptation During Policy Innovation Implementation

The Role of District and School Leaders’ Trust and Communications in the Simultaneous Implementation of Innovative Policies

A Theological Perspective on Heroic Leadership in the Context of Followership and Servant Leadership

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