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Distributed Leadership

Leading comprehensive school reform is a challenge on a good day. We know from research that educational leadership needs to be grounded in activity rather than focused on individuals. At the CUES and the East-EPO, we rely on a research-supported understanding of leadership as applied broadly across a schoolÌÇÐÄ´«Ã½™s faculty and staff, rather than focusing narrowly on the actions of a singular person or subset of people who hold designated, administrative roles.

In our model, leadership in the context of justice work means that justice is the moral purpose. Equity and access are in everything we do, especially for students. Everyone ÌÇÐÄ´«Ã½“ leadership, teachers, and staff – is accountable for this moral fabric. Our challenge has been to ensure that we donÌÇÐÄ´«Ã½™t let a focus on the individual take over. This work is not about one personÌÇÐÄ´«Ã½™s needs, itÌÇÐÄ´«Ã½™s about the good of the whole community.

Marsh V., Nelms S., Peyre S., & Larson J. (2022).ÌýHow a university and a school district made change together.ÌýPhi Delta Kappan, v104 n1 37-43

Nelms, S. (2022, June 17).ÌýÌýTHE Journal.Ìý

Larson, J. & Nelms, S. (2021). Urban Education, 1-32.

Bryk, A. & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Sage.

Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44(4), 529-561, DOI: 10.1177/0013161X08321221

McKenzie, K. & Locke, L. (2014). Distributed leadership: A good theory but what if leaders wonÌÇÐÄ´«Ã½™t, donÌÇÐÄ´«Ã½™t know how, or canÌÇÐÄ´«Ã½™t lead? Journal of School Leadership, 24, 164-188.