As a building administrator in Brooklyn, NYC, I have witnessed firsthand the transformative power of distributed leadership in schools. Moving away from traditional, top-down models, distributed leadership has allowed our staff to thrive, empowered individuals to grow, and created a culture of trust, innovation, and collaboration.
Empowering Staff and Building Capacity
Leveraging Strengths and Reducing Micromanagement
Distributed leadership is not simply about delegating tasks; it is about recognizing and harnessing the diverse strengths of every staff member. By distributing authority and decision-making, we empower teachers and staff to take ownership of their work, which boosts engagement, motivation, and productivity. This approach minimizes the need for micromanagement, allowing me to focus on coaching, providing supports, and fostering an environment where everyone can excel.
For example, in our school, grade-level and department teams are given autonomy to set agendas and lead initiatives, such as curriculum development or professional learning communities. This not only leverages their expertise but also increases our collective leadership capacity and accelerates school improvement.
Business Parallel: Google’s Distributed Leadership
Google exemplifies distributed leadership in the business world. Founders Larry Page and Sergey Brin established a culture where employees are encouraged to innovate and solve problems autonomously. Under Eric Schmidt’s leadership, Google grew rapidly by empowering teams and allowing staff to function outside rigid hierarchies, fostering creativity and rapid decision-making. This model, much like in schools, shows that when leaders focus on empowering and coaching rather than controlling, organizations become more agile and innovative.
Fostering Advocacy, Growth, and Confidence
Advocacy and Professional Growth
Distributed leadership creates an environment where staff feel empowered to advocate for their own needs and professional aspirations. Teachers in our building are encouraged to reflect on their practice, identify areas for growth, and pursue professional development opportunities that align with their interests and strengths. Through peer-led workshops and mentoring, teachers not only build skills but also develop the confidence to lead others.
I firmly believe that genuine confidence is rooted in competence. By providing opportunities for staff to lead, reflect, and learn from one another, we cultivate both the competence and the confidence necessary for sustained professional growth.
Building Competence and Self-Efficacy
Distributed leadership supports the development of competence by promoting collaborative learning and shared responsibility. Teachers who take on leadership roles—whether formally or informally—gain practical experience, deepen their expertise, and become more effective advocates for themselves and their students. This process of empowerment and skill-building is essential for nurturing future leaders within our school community.
Driving Best Practices, Efficiency, and Collaboration
Emergence of Best Practices and Efficient Systems
When leadership is shared, best practices can emerge organically from those closest to the work. Our school’s teacher-led teams regularly review and refine instructional strategies, data analysis protocols, and support systems, leading to more efficient and effective practices. Distributed leadership enables us to adapt quickly and implement solutions that are informed by a variety of perspectives.
Cross-Functional Collaboration: The Example of Mad Devs
In the business sector, Mad Devs, a technology company, demonstrates how distributed leadership fosters cross-functional team collaboration. By dividing responsibilities and encouraging consensus-based decision-making, Mad Devs has created more effective systems, improved onboarding, and facilitated professional growth across departments. This mirrors our school’s approach, where collaboration across grade levels and disciplines leads to innovative solutions and improved outcomes for students.
Transforming Organizational Culture
Building Trust, Communication, and Growth Mindset
Most importantly, distributed leadership fundamentally improves the culture of our school. Empowering staff and building trusting relationships are at the heart of this approach. Open communication, collaborative support, and the celebration of diverse thinking are central to our daily practice. We encourage risk-taking, value each voice, and foster an organizational growth mindset where learning and improvement are continuous goals.
Long-Term Value of Team Members
By investing in the growth and well-being of every staff member, we not only retain talent but also ensure that our school community remains resilient and adaptable. The collective sense of purpose and shared responsibility that comes from distributed leadership creates a supportive environment where everyone feels valued and motivated to contribute to our mission.
Impact:
Embracing distributed leadership has allowed me, as a building administrator, to move from being a manager of tasks to a coach and supporter of people. By empowering staff, building capacity, and fostering a culture of trust and collaboration, we have created a school where innovation thrives, best practices emerge, and everyone has the opportunity to lead. This model not only benefits our staff and students but also ensures that our school community is equipped to meet the challenges of today and tomorrow.
Sources:
Ancona, Deborah, and Oleg, CSO & Co-founder. "Distributed Leadership Best Practices in Tech Companies." Mad Devs Blog, December 28, 2022. https://maddevs.io/blog/distributed-leadership-best-practices-in-it/.
Edutopia. "Distributed Leadership on Administrative Teams." Edutopia, July 10, 2024. https://www.edutopia.org/article/distributed-leadership-administrative-teams/.
López Alfaro, Mónica, and María del Carmen Gallegos Araya. "Distributed Leadership and Inclusive Schools." International Journal of Educational Leadership and Management 12, no. 1 (2024): 41–65. https://files.eric.ed.gov/fulltext/EJ1416389.pdf.