To better meet the needs of today’s learners, more and more school systems are shifting away from traditional teaching practices. Some schools are engaging students in more meaningful, real-world learning experiences through project-based learning. Others are embracing makerspaces, design thinking, gamification, blended or personalized learning.
The principal is ultimately responsible for everything that happens in the school—from staff and student safety, to the operation and maintenance of the physical plant, to student achievement. How, then, can a principal share leadership, and what are the benefits and drawbacks? First, for those unfamiliar
We are part of an administrative team at a middle and high school of 750 students in San Diego. We are fortunate to be surrounded by an amazing team of educators, students, families, and community partners. Like every school, we are collectively faced with the
Principals used to believe that THEY had to be the center of curriculum expertise and problem-solving for their staff. It was about THEM knowing, doing, and sharing. This way principals could be assured that high quality decisions were implemented. But the Breaking Ranks® research from NASSP
During my thirty plus years with educational leadership responsibilities, I had the opportunity to share work space, team projects, grant funded positions, and administrative roles. Typically, there is much enthusiasm during the first six weeks of the shared role. Sadly, the novelty soon wears off.
“If you want to go fast, go alone. If you want to go far, go together.” – Traditional African proverb To keep pace with today’s educational demands, teachers, principals, and superintendents work ardently to counteract the traditional structures that often keep them isolated in their practice.
This is a question that I have asked myself for many years. The importance of shared leadership is something that we have been discussing for some time. Who can argue with the concept of collaboration and shared leadership? Of course, we understand that top-down leadership
Schools and districts all over the country are facing growing pressure to integrate technology into the classroom in a meaningful way. There is a growing consensus that students must leave school technology literate if they are going to be successful in an increasingly digital world. Many
Shared leadership is both one of the most powerful and one of the most underused approaches to improving student learning. Shared leadership is supported by a growing body of research by such authors as Lambert (2002), Lindahl (2008), and Marks and Printy (2003, 2006). It