# data[].attributes.headline
The rigidity of the Greek education system is as hard as ice. Once in the freezer,  it's hard and edgy so you can get frustrated and even hurt but once one knows that ice melts in warmer temperatures, then it melts like butter to engulf change and progress. It requires the right person with the right tactics and then it's ok. But this is rare due to unmotivated people and lack of moral or material reward to inspire one to take such risk-challenge-engagement.

# data[].attributes.subject
The rigidity of the Greek education system is as hard as ice. Once in the freezer,  it's hard and edgy so you can get frustrated and even hurt but once one knows that ice melts in warmer temperatures, then it melts like butter to engulf change and progress. It requires the right person with the right tactics and then it's ok. But this is rare due to unmotivated people and lack of moral or material reward to inspire one to take such risk-challenge-engagement.

# data[].attributes.headline
In my experience in different schools of different education levels, there are distinct organizational values, "inherited" and passed on by generations of teachers defined rather rigidly from hierarchical decision-makers, most of times quite arbitrarily in order to meet criteria or needs unrelated to the learning core but to serve non-educational oblectives like policy polularity, funds, employment perspectives and so on.

# data[].attributes.subject
In my experience in different schools of different education levels, there are distinct organizational values, "inherited" and passed on by generations of teachers defined rather rigidly from hierarchical decision-makers, most of times quite arbitrarily in order to meet criteria or needs unrelated to the learning core but to serve non-educational oblectives like policy polularity, funds, employment perspectives and so on.

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To what extent is your assessment of the school leadership approach shared by others at your school?

# data[].attributes.subject
To what extent is your assessment of the school leadership approach shared by others at your school?

# data[].attributes.body
Somewhat shared

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Key Levers 1, 2,  4 and 5 are mainly in need to work on. It is very important that school staff and other stake-holders profoundly comprehend the concept and gravity of DL , which consequently will raise responsibility levels and participation rates and, moreover,  the communication of DL impact will fuel further active involvement in DL. It is a circle that needs to be kept running.The social stake-holders also need to be activated locally so to realize that it is NOT a centralized matter but it is there to serve and benefit the immediate environment.

# data[].attributes.subject
Key Levers 1, 2,  4 and 5 are mainly in need to work on. It is very important that school staff and other stake-holders profoundly comprehend the concept and gravity of DL , which consequently will raise responsibility levels and participation rates and, moreover,  the communication of DL impact will fuel further active involvement in DL. It is a circle that needs to be kept running.The social stake-holders also need to be activated locally so to realize that it is NOT a centralized matter but it is there to serve and benefit the immediate environment.

# data[].attributes.headline
2.1  Key Levers to Develop Distributed Leadership

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2.1  Key Levers to Develop Distributed Leadership

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•	cohesive culture = Culture is a set of values and any elements in common which bind diverse sides, cohesive focuses even more on the democratic and energy-fuelling nature of a culture: Practically, at a school all stake-holders can be invited by the leader to share and interact in order to share a unanimous course of action, which will be a product of all and a product for all, thus, ensuring inspiration and full capacity deposits.•	a focus on the core purpose of learning = Core Learning lies on the creative and inspirational way of achieving deep-root learning goals, agreed upon, and targeted by actions and procedures holistic and inclusive to cater for all learning styles & intelligences by all people, sides, stake-holders involved.•	internal accountability = This functions like an introspective reflection/evaluation of the effectiveness of aims/objectives set, is part of cohesive culture since it provides a tamboo and complex-free critical review of achieved (or not) results, overally and specifically, so everyone's contributions are credited, amended, are accounted for in order to reflect upon the holistic profile of a school's performance.

# data[].attributes.subject
•	cohesive culture = Culture is a set of values and any elements in common which bind diverse sides, cohesive focuses even more on the democratic and energy-fuelling nature of a culture: Practically, at a school all stake-holders can be invited by the leader to share and interact in order to share a unanimous course of action, which will be a product of all and a product for all, thus, ensuring inspiration and full capacity deposits.•	a focus on the core purpose of learning = Core Learning lies on the creative and inspirational way of achieving deep-root learning goals, agreed upon, and targeted by actions and procedures holistic and inclusive to cater for all learning styles & intelligences by all people, sides, stake-holders involved.•	internal accountability = This functions like an introspective reflection/evaluation of the effectiveness of aims/objectives set, is part of cohesive culture since it provides a tamboo and complex-free critical review of achieved (or not) results, overally and specifically, so everyone's contributions are credited, amended, are accounted for in order to reflect upon the holistic profile of a school's performance.

# data[].attributes.headline
DLE, if well enacted by a the largest number of school stake-holders, produces positive effects on learning facilitation in an inclusive and holistic way, activating energy and mobilizing innovative initiatives, developing interaction, participation and collaboration, empowering responsible and committed members, establishing democratic citizenship.In my school environment, accountability for learning ails due to ineffective cross-curricular teaching/learning and non-coordinated sets of objectives. On the other hand, innovative learning endeavours are undertaken rather often, via new technologies, school projects and European programmes. Plus, the development of democratic awareness is initiated quite early among students, engaging them in procedures which aim at freedom of speech, argumentation, reaching a consensus etc.Social inclusion of immigrant children is a hot stone nowadays which DLE ambitiously addresses and anticipates the results.

# data[].attributes.subject
DLE, if well enacted by a the largest number of school stake-holders, produces positive effects on learning facilitation in an inclusive and holistic way, activating energy and mobilizing innovative initiatives, developing interaction, participation and collaboration, empowering responsible and committed members, establishing democratic citizenship.In my school environment, accountability for learning ails due to ineffective cross-curricular teaching/learning and non-coordinated sets of objectives. On the other hand, innovative learning endeavours are undertaken rather often, via new technologies, school projects and European programmes. Plus, the development of democratic awareness is initiated quite early among students, engaging them in procedures which aim at freedom of speech, argumentation, reaching a consensus etc.Social inclusion of immigrant children is a hot stone nowadays which DLE ambitiously addresses and anticipates the results.

# data[].attributes.headline
The concept of Distributed Leadership is the shades of democratic and communal ways of reaching decisions and undertaking action. It naturally entails activation of all possible resources towards collectively accomplishing a goal by means of agreed-upon planning, fruitful interaction & exchange of views/arguments and of targeted implementation on the basis of available skills, talents, inclinations among the stake-holders etc. I have personally experienced the rigid hierarchical leadership during my military service as an officer in the Greek Army, having to obey and implement decisions which were not consistent with my own frame of logic or preference, decisions which I have no involvement in shaping. Thus, the verticality of this situation entailed harsh ways to materialize, often based on verbal tension as well as punishments.Becoming a teacher (of English) in state schools has enabled me to experience and work within a fan of different leadership motifs, where distribution varied from school to school, and where the burden of a leader’s responsibility was the criterion to move to distributed leadership rather than the wish to energize and involve everyone in decision-making. What is more, the teaching work-load of school staff often renders then reluctant to engage in additional duties.As a co-ordinator of projects in school partnerships, as a classroom facilitator and a  leader of a youth group exploiting Erasmus+ opportunities, I work hard to establish distribution of leadership which profits on the whole in active and responsible members, targets the needs and objectives and achieves success in implementation. The final result is a satisfactory joint outcome contributed by all thanks to the “leader”  who takes the courageous as well as insightful challenge of allotting-assigning-distributing.

# data[].attributes.subject
The concept of Distributed Leadership is the shades of democratic and communal ways of reaching decisions and undertaking action. It naturally entails activation of all possible resources towards collectively accomplishing a goal by means of agreed-upon planning, fruitful interaction & exchange of views/arguments and of targeted implementation on the basis of available skills, talents, inclinations among the stake-holders etc. I have personally experienced the rigid hierarchical leadership during my military service as an officer in the Greek Army, having to obey and implement decisions which were not consistent with my own frame of logic or preference, decisions which I have no involvement in shaping. Thus, the verticality of this situation entailed harsh ways to materialize, often based on verbal tension as well as punishments.Becoming a teacher (of English) in state schools has enabled me to experience and work within a fan of different leadership motifs, where distribution varied from school to school, and where the burden of a leader’s responsibility was the criterion to move to distributed leadership rather than the wish to energize and involve everyone in decision-making. What is more, the teaching work-load of school staff often renders then reluctant to engage in additional duties.As a co-ordinator of projects in school partnerships, as a classroom facilitator and a  leader of a youth group exploiting Erasmus+ opportunities, I work hard to establish distribution of leadership which profits on the whole in active and responsible members, targets the needs and objectives and achieves success in implementation. The final result is a satisfactory joint outcome contributed by all thanks to the “leader”  who takes the courageous as well as insightful challenge of allotting-assigning-distributing.

# data[].attributes.headline
Hello to everyone! This is Argyrios Zymaras, I am from Greece, from the birthplace and homeland of Alexander the Great, the historical Macedonia.I work as a state school teacher of English and I am active in a varied range of activities, training courses and exchanges within eTwinning, Enviromental Education and Erasmus+.I am happy to have participated in a number of online courses where I had the chance to “meet” and co-operate with people from different countries in a harmonious and effective way.This is a new opportunity for promoting self-development via joint effort.

# data[].attributes.subject
Hello to everyone! This is Argyrios Zymaras, I am from Greece, from the birthplace and homeland of Alexander the Great, the historical Macedonia.I work as a state school teacher of English and I am active in a varied range of activities, training courses and exchanges within eTwinning, Enviromental Education and Erasmus+.I am happy to have participated in a number of online courses where I had the chance to “meet” and co-operate with people from different countries in a harmonious and effective way.This is a new opportunity for promoting self-development via joint effort.