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Distributing Leadership
By Margaret Orr, National CPD Team
Professional Review and Development and associated CPD is very topical and is currently a focus of discussion between the National CPD Team and the CPD Network. The team is also exploring the implications for PRD and CPD within the context of distributed leadership. This month's article offers a perspective on the relationship between the two and one approach which is being trialled by the team to explore the impact of distributed leadership in establishing and sustaining a community of practice.
If CfE in all its aspirations is to be successfully embedded into practice, there is a clear need for all colleagues to be aware of their role and responsibilities and how a staff team complements each other to ensure that children and young people benefit holistically from the skills and experience which determine the quality of the learning experience.
In terms of distributed leadership there is a danger that it is a phrase which can be easily used but not necessarily understood in the same way by colleagues. If it is to be an influence to the good, colleagues must have a shared understanding and commitment to a culture which sees it as empowering staff rather than as a means of delegating unpalatable tasks. It can only operate effectively in a climate of trust and respect. Colleagues who are active in leadership roles focus their contribution on the development of practice which relates to the needs of the pupils in their particular school. Their contribution should be recognised as professional development in the colleague's own CPD profile and also as a contribution to the professional development of others. This in turn provides a focus for PRD discussions and related ongoing CPD activity. The challenge in schools where children and young people are also accessing support from partner agencies is complex - where does the balance of distributed leadership lie? What are the mutual benefits?
The National CPD Team in collaboration with Kersland special school in Renfrewshire is exploring these themes in relation to defining a community of practice which recognises and values the impact of distributed leadership. The collaboration will also consider a model for PRD and CPD to support the approach. The National CPD Team recognises that in a climate of inclusion these questions are also highly pertinent in a mainstream setting and will be engaging with colleagues to consider the related PRD and CPD implications.
As ever we would be delighted to hear from you: either in terms of the perspective which has been outlined or any approaches being undertaken in your school or authority.