Collective leadership

Educators stand in a room collaborating on how to use collective leadership for school improvement

Coaching to Identify Problems

As educators, intentionality with our time, resources, and goals is essential to create a balance that not only benefits ourselves but those we lead. From meetings to budgets and all the important decisions in between, and especially those that directly impact our scholars, our focus must remain in the right place.

It’s an ambitious task but not impractical.

To remain focused on our goals and keep scholars at the forefront, we must be intentional about how we not only use our time, but where. In order to do that, we must identify one singular priority and the best way to accomplish the desired outcome. Moreover, as leaders we must invite others into the work to focus on that one priority. 

Through coaching and the coaching relationship, we can narrow in on a specific topic or need and support priority setting. Coaching allows us, as leaders, to improve our capabilities, enhance our effectiveness, and maximize our personal and professional potential within our organizations (Nicolau et al., 2023). 

Whether it is needing more time in the day, improving communication, or maximizing workflows, identifying the specific need is the first step to solving any problem and aligning priorities. Coaching our team to identify problems is an essential part of leading schools. By leveraging our lived experience and collective expertise, we are better equipped to address the whole problem and not just a piece of it. 

Are we diagnosing the problem or symptom? 

I remember a specific moment during my time as an assistant principal when a highly respected teacher shared that she would not be returning to our campus in the fall. It was shocking. In my office, I prompted and, of course, wondered why. Ultimately, she wanted more uninterrupted time at home with her family. She felt that teaching did not provide the balance she was seeking. Her story is not unlike many other educators who choose to leave the profession. Limited capacity and resources is a common pain point in education, so how can we leverage coaching to address a need that seems insurmountable?  

For starters, we must identify the root cause – the area we should prioritize in order to solve the problem. Her desire for balance was not inherently about teaching or being a teacher, rather, it was about a lack of time. How, as the school leader, could I have supported her in finding more time during contract hours for her to accomplish the tasks she was taking home? What shifts in our practice could we have implemented to help create the balance she was seeking? 

Going beyond addressing the symptom

Understanding the underlying priority means that we’ve identified the correct problem. Through a coaching relationship, identifying the specific priority of focus can be less challenging, even when there seem to be multiple priorities demanding attention. Coaching conversations allow for open and fluid discussion. While a technical response to identifying a problem is helpful, using coaching to identify a problem reveals other essential insights. 

But determining the priority can be challenging. It’s in our nature to respond directly to a symptom – rather than the root cause. Imagine a headache caused by a lack of sleep. Instead of taking a break, our immediate response is to take an aspirin to treat the symptom – the headache. 

Treating symptoms works in the short term because we can alleviate the headache and continue with our day. However, if we’re not resting enough over time, the pain compounds. In the same way that aspirin won’t result in more rest, only addressing the symptom of a problem won’t result in resolution. Identifying and addressing the root cause allows you to create a plan that focuses on the problem and not simply the symptoms. 

How can you leverage coaching to identify the problem?

I invite you to lean into coaching to identify that singular priority. Use the questions below to guide your thinking toward identifying the root challenge you are facing instead of just the symptom. 

This realization may be different than your original thoughts, or there could be multiple priorities that are causing the same less-than-desirable pain point. It is helpful to understand your true priority of focus because you can begin addressing it with your team. Once there is clarity around that singular focus, having support through coaching for a specific priority can help achieve the desired outcome.

  1. What are the primary challenges or obstacles you have encountered recently related to your priority of focus?

  2. How are these challenges impacting your daily and long-term goals?

  3. What outcomes or changes would you like to see as a result of addressing these challenges?

Tools to identify your priority 

It can seem natural to start solving a problem before truly identifying the cause. There can be a fear that too much time spent identifying the problem can be wasteful when the opposite is true. By rushing to solve a problem, we may be addressing the wrong issue (Spradlin, 2019).  

Shifting from a mindset of addressing the symptom to the underlying problem can involve a strategic and pragmatic approach. Allow identifying the symptom to serve as the first step toward addressing your problem and identifying a pattern to be the next. 

What other trends related to the symptoms are revealing themselves? As you begin identifying your priority, it may be helpful to employ tools that are already familiar such as a Strengths, Weakness, Opportunities, and Threats (SWOT) Analysis. 

Using a problem-solving tool is a place to collect data as it relates to the symptom and identify the potential root cause. Once the data is collected and the root cause is identified, it is time to prioritize the challenge.

Through coaching conversations and reflection, the true priority is identified. Solutions for problem solving and next steps are created with your team, and desired outcomes become tangible practices. Eliciting the support of individuals who can guide you through the process of identifying the actual problem maximizes time and resources. 

Works Cited

Nicolau, A., Candel, O. S., Constantin, T., & Kleingeld, A. (2023, May 9). The effects of executive coaching on behaviors, attitudes, and personal characteristics: A meta-analysis of Randomized Control Trial Studies. Frontiers. https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1089797/full 

Spradlin , D. (2019, August 23). Are you solving the right problem?. Harvard Business Review. https://hbr.org/2012/09/are-you-solving-the-right-problem

by mira-mariah

Front page of the Mira Education 2023 Annual REport

2023 End of Year Report

As 2023 comes to an end, we’re looking back at the work accomplished and are inspired by what’s to come. The End of Year Report highlights the impact of our work in 2023.

This year, we met several milestones as an organization, including publishing a new book, Small Shifts, Meaningful Improvement, developing free tools for leading change and improvements in districts, and working alongside our partners to increase teacher retention, bolster school improvement efforts, and make sustainable changes across schools and districts.

Read the full report below and connect with us on social media for more updates and resources for school improvement and education leadership.

READ MORE 

by mira-mariah

Educators stand in a room collaborating on how to use collective leadership for school improvement

3 Takeaways from Learning Forward’s Annual Conference

Education organizations have a responsibility to also be learning organizations. Recently, Mira Education staff Alesha Daughtrey and Lori Nazareno, alongside Richland School District Two principal Dr. Cassandra Bosier, had the opportunity to present at the Learning Forward’s 2023 Annual Conference. The conference theme, Evidence into Action, concentrated on  evidence-based practices and bridging research and implementation to improve student outcomes.

Their session focused on, “Leading Collectively: Strategies for Effective and Inclusive Change,” and participants explored ways their districts and organizations are seeking to improve. Those changes covered almost every aspect of what schools do: teacher retention, making up for learning loss, supporting new educators, addressing needs of increasingly diverse learners, engaging students and families, and taking on new instructional approaches.

But as different as these improvement challenges sound, their success turns on the same three interlocking questions – questions not uncommon across schools and districts.

How do we find time to do the work that makes improvement possible?
There will never be enough time in the day – let alone in a school schedule – for everything educators want to do for their students. The secret to success lies not in making time for everything but getting clear about the most important thing for right now – and then systematically releasing everything that stands in the way of that focus. Leadership means presence not everywhere, but where your expertise can be most supportive. Releasing the tasks that do not require your expertise is an effective strategy for finding time to address the priority that does.

How can we intentionally set priorities? 
The word “priority” means “something that comes before all other things.” If we have multiple priorities, we don’t know which of those comes before the others – and then we have no priority at all. So, the secret is in choosing a singular priority that is most critical for what we need to do and lead now, knowing we can select a new priority once we’ve tackled the first. Until then, other matters may be important focuses or things to watch, but they are not our top priority.

How do we build the idea of “one team”?  
When working in a team, defining a single priority for work can feel more complex. It is also an opportunity to do two things.

First, we can acknowledge that each individual on a team has a different role, perspective, and bank of expertise that informs a distinct priority. Sometimes, we disagree about what others’ priority should be. Those disagreements can be challenging to navigate but are essential to getting to shared clarity about how each professional contributes.

Second, we do have to agree on a team priority: the singular aim to which all of our efforts add up. We may disagree on this too at times, but developing a sense of authentic collaboration and co-ownership of work relies on a shared vision. Without it, we can’t have a common identity for our teams.

If these questions sounded familiar, we invite you to join us – whether you joined our session or not.  Download the session handout for a free resource for school improvement planning and more information on leading collectively. 

by dandi-admin

Educators stand in a room collaborating on how to use collective leadership for school improvement

Doing More With Less: Preparing for the ESSER Funding Cliff

Next fall’s $190 billion federal funding cliff may be causing almost as many sleepless nights as the pandemic did. For superintendents and other K12 district leaders, early Elementary and Secondary School Emergency Relief (ESSER) funds were essential for one-time emergency spending. Later, districts spent more to address learning loss, staffing needs, and other capacity-building to support full recovery.

Assessments of learning loss and equity implications for communities suggest that full recovery from the pandemic is far from finished, even if ESSER funding is ending. It’s easy to build an argument that schools need more base funding to continue to hire and retain educators, restore long-vacant positions for counseling and other student supports, and provide intensive programs for targeted students.

But the reality is that districts and states will have to identify cuts with the end of ESSER funding. The sooner and more thoughtfully districts can begin planning, the better. Budget cuts are unavoidable, but district leadership teams can use this as an opportunity to focus on what is actually important. Four practices can make sure that the cliff doesn’t send you into a free-fall.

Take time to articulate priorities.

From paraprofessionals to the superintendent’s office, educators across all roles agree on one thing: they never have enough money or time. While it’s hard to make more of either, we can choose how we spend both. That means getting distinct about what is most important – not just what’s ideal or urgent – and putting all our energy and resources behind just those things.

The daily urgencies of our work can make it challenging to take the time to identify these top priorities, let alone articulate them for school communities. But it’s an essential first step. If we don’t know our priorities, we can’t protect them — and that means cuts will be felt even more deeply.

De-silo the decision-making process.

Defining “priorities” depends on your perspective.   Meeting the needs of 30 individual students and determining what works at the district scale are and should be entirely different viewpoints for decision-making, even when they both seek to center learners’ needs. When those viewpoints aren’t reconciled, leadership teams tend to rely on a combination of mandates, roll-outs, and seeking buy-in to encourage alignment with tough calls.

While leadership requires those tough calls, it need not require tough talk.

The harder the decisions are — and cuts of this type will be very hard — the more important it is to communicate about priorities with others and not just to them.

In over a decade of helping school and district teams tackle challenging changes, our organization has never seen a single “roll-out” of an important decision work smoothly based on an announcement. Rather, it requires consistent and connected communication that links back to the priorities you’ve already discussed together.

The time spent to share ideas, ask questions, and seek input is significant, but it is much less time — and much less stressful time — than the time that leadership teams otherwise need to spend in contentious bargaining tables, staff meetings, public hearings, and press conferences.

Fight the epidemic of “program-itis.”

Even evidence-based programs with robust support from skilled educators can fall short of their promise for students and schools. And that can sometimes be the best-case scenario. Many, if not most, of the programs that districts and schools plan to implement, require extensive (and expensive) training for staff before they can get off the ground or demand total fidelity to work as promised.

Sometimes there are just too many programs to be done well. In one improvement leadership network we have supported, school leadership teams identified more than 30 programs adopted in relatively small elementary schools. When staff are struggling just to name all the programs they have in place, it’s a good bet that they are struggling to run them.

Programs should support students and educators – not the other way around. Budget cuts not only offer us the opportunity to trim away what’s not aligned with priorities and getting results, but also to think about what is really sustainable. No matter how much money you have to spend on potentially effective and helpful programs, too many of them create a deficit of time and energy that contributes to stress, burnout, and attrition while doing little for student learning.

Plan proactively.

K12 education continues to be asked to do more with less. The repercussions of cutbacks are real, as is the stress that these decisions place on district leadership teams and personnel. But we can buffer those impacts if we shift from a focus on scarcity, which engenders feelings of restriction and dread, and replace it with a planned focus on opportunities to shed that programmatic “clutter” in ways that help us serve students better in the long run.

Our book, Small Shifts, Meaningful Change, offers a protocol in Chapter 4 to help you bring all these ideas together to reimagine your resources as part of a single 90-minute meeting. You can find more free tools and discussion guides on Mira Education’s website or contact our team for advice and support.

by dandi-admin

Reflecting and Reframing: How a mindset shift helped this school leader focus on what matters most

Principals are key players in the delicate and ever-evolving ecosystem of a school’s culture and growth.

School leadership matters. Second only to teachers as a primary in-school influence on student success, principals are key players in the delicate and ever-evolving ecosystem of a school’s culture and growth.

We had the pleasure of catching up with a passionate educator, leader, and member of the Mira Education community: Vanessa Valencia, former Assistant Principal at Vista Peak Exploratory in Aurora, Colorado. Vanessa shared important insights from her leadership journey with us.

Read on to learn how a shift in mindset has helped her remain joyful, flexible, and solution-oriented in the face of systemic challenges and competing demands.

Q: What’s a typical “day in the life” of a school leader? How has your view of the role shifted from your first year as a school leader to the present?

A: Every day is different. Like teaching, your best “plan” doesn’t always (or ever) go as planned. You can have a full schedule of commitments, and one event, emergency, or unexpected hallway conversation can take the day in a completely different direction. The role requires immense flexibility. When I first started, I struggled when a day didn’t go as planned. I felt like I was always letting someone down. Now I approach the day from an ‘I don’t know how this day is going to go’ mindset. This has impacted how I show up — in classrooms, meetings, and one-on-one conversations — in a positive way.

I’ve come to realize school leadership is incredibly creative work. I’ve been at my school since it opened seven years ago, which has allowed me to observe growth and improvement over time. Schools are constantly iterating, refining, and co-creating systems. This is why staff retention and growing leaders committed to the school community are so important. Focusing on this, the fact that at its core, school leadership is about creating better learning experiences for kids helps me remain flexible and responsive to each day’s demands.

Q: What brings you joy in your work?

A: Witnessing the development and growth in a teacher’s practice and its impact on student learning. For example, one member of our staff was an effective teacher, yet very traditional, a few years ago. Her classroom was always on-task and compliant but didn’t necessarily reflect the cognitive engagement she knew was possible. I worked with her, initially as her coach and eventually as her evaluator. Today her classroom is completely different. Every day she offers students opportunities for interactive and hands-on learning, and cognitive engagement is high. Seeing authentic student engagement and the growth in her teaching, and knowing I played a role in impacting her practice, brings me great joy.

While instructional leadership has always been really important to me, I made it the primary focus of my daily work. As an assistant principal, I spent as much time in classrooms as possible. When I started working as a school leader, I was so worried about completing tasks as they came in that my inbox consumed large chunks of the work day.

Through reflection and conversations with my colleagues, I realized a clean inbox is never going to impact student achievement! This shift in mindset helped me reframe where and how I should be spending my time.

Prioritizing being in classrooms resulted in stronger relationships with staff, a deeper understanding of each educator’s professional growth goals, and an increase in timely and specific feedback to each staff member I evaluated. This feedback has resulted in more risk-taking and implementation of the feedback by teachers in classrooms. It shifted the culture from one of compliance to one where teachers say, ‘I’m trying something new today. Can you come watch?’

Q: Mira Education believes unleashing the collective capacity of teachers and administrators is the key to creating an equitable public school system that serves all students and their communities. What is your reaction to this? How does this value show up in the work you do?

A: I couldn’t agree more that we must work to remove the line that still exists between teachers and administrators. We cannot be divided if we are serious about serving all students. We must view and respect each other as professionals and leverage the collective genius that exists within our system.

One of the ways we’re doing this is through our professional learning studio structure. As a teacher, it was frustrating to me when professional learning didn’t mirror the instructional practice expected in classrooms. This made me realize our professional learning must model what we expect — if we want differentiated and personalized learning for students, we must orchestrate what that might look like with adults. Choice, and teachers’ real inquiry questions and problems of practice, should always drive professional learning. All studio-based learning that happened in our building happens through other teachers, including collaboration with practitioners at other schools.

Keeping a “teacher mindset” at the forefront and constantly reflecting on what it was like to be a full-time practitioner helped me co-create meaningful professional learning experiences with staff.

Note: This interview has been edited for clarity and length.

Image of Vanessa Valencia in front of a book shelf with the quote

by mira-mariah

Building Sustainable Leadership Practices

When I’m not working, I’m often running — for exercise or after a young child – and I’ve had my share of injuries, including a pulled hamstring that wouldn’t heal. When I complained to the doctor, she shook her head at me.

“Look,” she said, “the hamstring is actually a bundle of muscles. The way you’re moving yourself forward is using some of them more than others. Until you’ve got them all engaged equally, you’ll be hurting. And you won’t be running — at least not as fast as you want to.”

Running the change leadership race

Aches and pains in moving forward — and struggles to move forward at all — are an everyday challenge for education professionals and for some of the same reasons. No matter the role, we’re charged with moving others from point A to point B. We change how students engage with content and master the work of learning, how fellow practitioners guide young and professional learners, and how fellow leaders exercise sound judgment.

Put another way, moving change forward is our work.

But that doesn’t make it easy. Whether it’s greater emerging needs among student enrollment, staffing shortages and budget cuts that ask public schools to do more with less, new faces on a team, or rapid shifts in standards and other mandates, it all adds up to nearly constant pressure for educators to make complex shifts in how they do every aspect of their work.

Fatiguing the muscles of leadership

The pace of these changes can be difficult to manage and sustain — sort of like trying to run a half marathon on a hurt leg. In fact, 70 percent of change efforts fail due to isolation from a supportive team, conflicting priorities, confusion about why change is happening or what it looks like, and a lack of individual or collective efficacy in navigating the change.

Schools and districts often tend to resort to single solutions and single leaders to turn things around. The idea is that pushing on the same programs and people will accelerate progress toward a goal even though the change failure rate and the rising frustration levels among teachers and administrators show us we’re wrong.

Pressing on the same “muscles” to power change over and over again while others atrophy is a recipe for slowdown or worse. And it’s not as if we have a shortage of options. With one in every four teachers ready to take on school-wide leadership work alongside teaching, schools and school systems have lots of leadership “muscles” they can engage. We know collective efficacy is a key to instructional improvement, and research shows that engaging educators in collective leadership is the key to sustaining transformational change in schools.

Moving forward together

So where do we start? At Mira Education, we find that the educators and leaders who are successful make three big shifts to retrain those leadership “muscles” so they work better together:

  • From leaders to leadership.
    Traditionally, leadership development has been about developing individual leaders, usually administrators. Given high rates of turnover in these positions, it’s difficult to see the path to ROI or sustainability in that approach. In fact, three-quarters of all principals agree their work is too complex to be done by a single individual anyway. Stone Creek Elementary and others with which Mira Education has worked think about how they develop larger and more robust teams to share the leadership load. That way, if one leader leaves, change doesn’t lose its momentum because every leader creates more leaders.
  • From compliance culture to rethinking resources.
    Every school and district lives with mandates to implement programs, manage budgets, and fill Full Time Equivalencies (FTEs), each of which can feel siloed at best and incoherent at worst. Good leadership manages them well, but great leadership figures out how to reorganize them into a coherent whole. Led by a team of administrators and teachers, Walker-Gamble Elementary did just that. Today, every teacher at Walker-Gamble has at least five hours of weekly learning and collaboration time, staff report increased collective efficacy, and students are meeting both their own learning goals and state standards.
  • From siloed to networked.
    These schools didn’t learn how to build this kind of capacity or get this kind of results on their own. They learned from one another. Teachers and administrators from each school’s leadership team visited partner schools as part of a network hosted by Mira Education. Likewise, we partnered with Northwest Independent School District (ISD) to help them find more effective ways for schools to set goals aligned with the district strategic plan and Every Student Succeeds Act (ESSA) goals, break down barriers to collaboration among schools, and engage more of their staff in ongoing innovation and improvement efforts.

We know through these partnerships and others that collective leadership works where traditional improvement programs have not. And we know that teachers and administrators are equally important in putting practices in place to create sustainable educator leadership pipelines that have been challenging to build in other ways. But we also know that it takes many, many more stories of those successes to make a movement. Otherwise, we’re working with lone runners instead of a real race.

What is your school or district doing to build the power of teachers and administrators to lead collectively? Find tools and insights to power your work on our website, and share what works with us via social media using the #collectiveleadership hashtag.

by dandi-admin

Leading Improvement, Together: Walker Gamble Elementary and the SC Collective Leadership Initiative

Like many other Title I schools in small, rural districts, Walker-Gamble Elementary felt stuck between ambitious goals for student learning and the staff’s ability to reach them. In this case study, read how engaging in the South Carolina Collective Leadership Initiative helped this school leverage the collective expertise of its staff to sharpen focus on instruction, boost achievement, and narrow achievement gaps.

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by dandi-admin

From One Leader to Many Leaders: Stone Creek Elementary and the Transition to Collective Leadership

Taking a leadership approach that engages the expertise of each educator in improvement work and decision-making requires shifts in every educator’s practice. This case study describes how teachers and administrators can make that transition together, and how schools and district offices can work together to make it a successful lever for improvement.

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by dandi-admin

Building Collective Leadership from the Central Office

Nader Twal is a program administrator for Innovative Professional Development (iPD) in Long Beach Unified School District. He is an accomplished teacher. In November 2003, his outstanding instruction was recognized by the Milken Family Foundation’s prestigious National Educator Award.

If your focus is on cultivating learning for each student even as student needs grow more diverse, then you know no one person has all the skills to accomplish that work. Collective leadership offers an approach that turns every staff member into a leader prepared to play a role in student support and success. In this interview, Long Beach USD program director Nader Twal explores the role that district central office staff play in accelerating collective leadership in each building.

How do you define collective leadership as a leader in the central office?

Collective leadership represents the recognition that we can operate in one of two ways: as a human-centered enterprise or as a sterile system. Systems can be very mechanical; they have interchangeable cogs. But education is a human-centered enterprise. We cultivate the minds, hearts, and emotional well-being of students and staff. Human-centered efforts focus on people, so the system operates more like an organism and less like a machine.

The analogy I would use is an amoeba under a microscope. Think about the amplified image of a needle poking the amoeba and the entire thing moves. It is so interdependent that touching one part has a ripple effect across the whole.

Collective leadership can be represented in that way. There is recognition that no one person has all the knowledge, talent, skills, and experience to meet the needs of everyone in the system. You need to have collective leadership to be highly effective. If you’re about cultivating success of all kids, then you have to recognize that it is impossible to do it alone.

No one person has all the knowledge, skills, and experience to meet the needs of everyone in the system. That’s why collective leaderhsip is important.

Collective leadership is the recognition of varied sets of skills and strengths that need to be called out and called up to operate as an organism rather than merely as a system. Collective leadership amplifies natural strengths while modeling and developing potential areas of strength.

What is the power of collective leadership in both shaping the culture of a school and improving student learning?

The power of collective leadership to improve student learning depends on whether that collective leadership is a structure or a value.

We can build collective leadership structures that have no impact. The small schools movement, a powerful catalyst for positive change when implemented well, is an example. Many wanted to personalize education by shrinking schools, but we didn’t see an impact for students because everything stayed the same—only in smaller learning environments. Personalization isn’t about the size of a school, it’s about people knowing your name and teachers coordinating efforts for students. Changing the structure should have changed the way schools were doing business, but instead some kept doing things the same way they always had, just in smaller spaces.

Shared governance and distributed leadership are amazing ideas, but they have to be applied appropriately to carry meaning. For many, those terms mean representation in a meeting, but that isn’t voice, nor is it impact. Empowerment for teachers at the site level is expressed in how collective leadership functions. What are the norms that govern group dynamics? How are decisions made and implemented? Is there allowance for failure?

How does collective leadership move from an idea on paper to transforming outcomes for students?

There has to be a shared vision and purpose that everyone finds value in. There has to be adequate time given for people to build relationships within the group — professional relationships, not ropes courses. I’m talking about creating an atmosphere where real discussion can happen and people are creating meaning together, which is a messy process. Collectively making meaning creates culture, which becomes self-sustaining.

There has to be real decision-making power in that collective. Organizations that value collective leadership are flat—with few or no levels of middle management between staff and executives—when priorities are being decided, but they become vertical—with managers and supervisors responsible for divisions of labor—when it comes to execution.

As a district administrator, I won’t be the implementer once a decision has been reached. I will resource, strategize, and enable implementation, but I won’t be leading it with the kids. Our principals, teachers, and support staff do that, so their stake in the work has to be honored. All voices matter to arrive at a decision, then it has to be flipped vertically to execute it.

What is the relationship between individual leadership and collective leadership?

Collective leadership, if it works well, builds up individual leadership capacity. Conversely, individual leadership capacity functions and thrives best in collective leadership environments where it has a context to have an impact.

There’s a whole psychology about the difference between power and influence. Power is positional. I can get you to do stuff. I can build up the resume and titles to give orders, which builds culture of compliance. But when I leave the school or district, so too does everything I prioritized.

But the psychology of influence is that my individual leadership gets valued as part of the collective. My voice now matters in informing the collective. It is shaping not just work we do, but the thinking and approach to the work. In this case, if I were to leave, my influence is sustained. Leading with a greater skill set and a deeper body of experience that I can bring to different contexts.

Individual and collective leadership only detract from one another when they conflict. They only conflict when used as a mechanism of compliance rather than change.

True leadership isn’t threatened by the leadership of others. Every leader should want to bring his/her best to a team.

If you’re an individual leader invested in collective whole, you are bringing your best to a great team. You also know when to let others shine because they aren’t a threat to you, they are an asset.

How can teachers and administrators support and encourage collective leadership?

There are three layers that come to mind. First, there has to be structural commitment to collective leadership. Symbolism in the representation, time devoted to meaningful conversations, and some value attached to it in terms of how it is resourced and empowered to make decisions. To show it is valuable, you have to create time for people to meet, and fund the work tied to what they are doing, and give them real say in what happens.

The second layer is about support, coaching, and training. How does one function in these groups? How do they come to consensus and reach a decision? People need to have a framework for getting the work done.

The third layer is establishing how the group’s deliberations and conclusions are communicated to the rest of the staff. How does the rest of the staff access and inform what is happening in that group? It is not just a matter of describing what transpired in a meeting, nor is it sharing an agenda of the five things that should be covered in the meeting. Appropriate communication recognizes that in collective leadership contexts, real decisions are made. For those to be informed and implemented, people have to trust that they are heard. And people have to trust that when a decision is made—whether or not they agree with it—that it was adequately addressed. That kind of trust is built over time with early wins and small successes.

When people are moving into collective leadership from more traditional models, I think ‘high process and low content’ works best to get people used to functioning in that environment. When they are comfortable functioning in that new space, they have internalized the work and the system of the school has shifted to function more like an organism.

by dandi-admin