Professional Documents
Culture Documents
1
School Capacity - C School Capacity - D
“’The maximum or optimum amount of In order to improve outcomes, schools
production’ need to increase ‘leverage’ – the ability (or
and in so doing relates to issues of efficiency – capacity) of teachers to enhance student
‘the optimal amount of production that can be learning. In order to expand leverage a
obtained from a given set of resources and school needs to be able to increase its
organisational arrangements.’”
intellectual capital (what teachers know
(Corcoran and Goertz, 1995, p. 27) and can do) which it does especially by
developing its ability (or capacity) to create
Optimal performance = efficiency and to transfer knowledge.
Outcomes = effectiveness
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A + B + C + D = 4 unifying factors
1. The importance of the people. 4 = climate & culture
(the interpersonal and the organisational
2. Alignment and synergies to elicit optimum components of schools)
team performance and output.
=
Basis for
3. Organisational arrangements which support
personal and interpersonal capacity
development. Professional learning community
2
Capacity
A static concept (the potential energy) For professional
learning community growth
The school’s potential to give form to strategic and external support,
possibilities.
3
Distributed Leadership
Synergy – allowing fluidity
Its increase in capacity is about creating the
spaces, the contexts and the opportunities
and flexibility between
for expansion, enhancement and growth. people.
Leadership has to be given wilfully by those
who are to be led – we allow ourselves to be
led, just as we allow ourselves to be
Alignment – moving
coached.
distributed function in a
= reciprocal relationship empowerment common direction.
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4
Conclusion
In moving towards distributed leadership
models, the leader is the critical change agent –
the guardian and facilitator of transitions.
Transition management is the new focus for
transformation.
Distributive leadership and collaboration is a
social capital built on trust. Trust relationships
allow open engagement and knowledge-sharing.
Such leaders will unite the school around shared
values and higher-order purposes.
Such re-design should normalise collaborative
learning in which leadership can be widely
available and unrelated to role status.
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