Leadership

Leadership in democratic schools is the development of shared understandings that lead to a common direction and improve the school experience for all members of the school community (Lambert, 2003). While traditional leadership is thought of as being the responsibility of someone in a particular position (for example, the principal), leadership in democratic schools is collaborative and shared.  Leadership is distributive and embodied in acts that may come from anyone in the school community (i.e., teachers, support staff, students, parents, community members, principals, and superintendents) (Spillane, Halverson, & Diamond, 1999). Rather than leadership being one individual or group influencing or directing others to pursue predetermined goals and directions, leadership acts in democratic schools involve asking questions, starting discussions and otherwise facilitating processes that cause individuals or groups to examine, challenge and determine goals, directions and practices.

Student achievement is greater in schools with strong, collaborative leadership from the principal; undivided support from the district administrators; broad-based participation from teachers and parents; and engagement of and support from citizens who live in the larger community (Newmann & Wehlage, 1995).  "In a democracy such as ours, the more the leadership is shared and expressed, the better it is presumed to be" (Sergiovanni, 2001, p. 146).