Description

This essay presents distributed leadership within the context of supervisory practice. Leadership as an entitlement attempts to close the ability-authority gap by providing teachers the support and giving them the responsibility to effectively carry out leadership roles of their choice. Based on the knowledge, skills, and dispositions of the teacher, different approaches to supervisory practice range from directive to non-directive. Specifically considering Mexican teachers, the Downey walk-through (2004) holds the most promise due to its non-directive approach based on frequent supervisor-teacher reflective dialogs.