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TURKEY
Innovation is a must while teaching

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I think is very important to increase the students motivation
Inovation
For a better performance kearning

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To use DLE, motivating teachers and students needs to be increased by refining innovation and encouraging change in school mentality for better learning outcomes.

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The reason for using DLE is to increase the teachers’ and students motivation, enabling innovation and changing school mentalities for a better performance in learning.

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Through DLE problems of students' behavior could be addressed in a more profound manner. Also they would appreciate the power of logical arguments instead of jumping to arbitrarily hasty conclusions

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I think that DLE promotes new practices and skills among teachers and students. In particular I think it should be important to involve students in their learning and education and DLE could be a very powerful strategy

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In my school there is room for more holistic learning, many teachers and students are interested in innovation and there are attempts for promoting the democratic citizeship

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One of the challenges would be school absenteeism

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I think DLE is new approach in schools which will promote new practixes and the equal participation of all in a democratic school

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In my school, most of my colleagues are interested in inovations.

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Let's encourage everyone in our community to partecipate and learn!

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To get effective and efficient learning outcomes and to attain sustainable development & inclusive development of students Distributed Leadership is very important.

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One of the challenges faced by school is the number of students, and it depends largely on learning outcomes, ie on learning efficiency. The transition from high school to high school is done in descending order of the average obtained as the average of the study years and the average at the National Evaluation. Entering a good high school requires a high average, so a thorough training for students. Under these circumstances, the responsibility of everyone, leadership, teachers, students, parents is very high. The deficiencies found in the National Assessment Simulation (a kind of training for the exam itself) were dictated, analyzed and remedied following distributed leadership decisions. Involvement of all the factors has led to increased efficiency in implementing decisions and better results for the recently completed exam.

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The more people involved, the more chances for the best option to be chosen. Also, DL promotes active involvement, a characteristic inherent in demmocratically structured communities. As a result, people who feel involved in an organisation/group etc. are more willing to contribute to their success and effectiveness

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Romania

Proper communication and respect between team members is absolutely essential for distributed leadership to work well.

As the team goes about deciding how to operate for themselves, everyone must be ready and willing to give feedback that helps guide the team in the right direction. They must also be willing to take feedback well, and respond appropriately to the input of others.

This is the attitude in my school ...

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In my school we have few experienced innovation.Few colleagues are interested in innovation.

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In my school I haven't experienced innovation: most collegues are not interested in innovation because of the amount of work. Maybe using a DLE approch things could change

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It is very effective

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A distributed leadership approach in school or in an organisation is essential to promote innovation !

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La leadership condivisa nella scuola è fattore importante per l'organizzazione, il coordinamento,  la valorizzazione delle risorse umane e professionali, l' inclusione di ogni persona, la valutazione e l'autovalutazione.   La leadership condivisa migliora responsabilità, flessibilità, integrazione.

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I think distributed leadership is an effective way to enhance school development and its ability to positively affect the context in which the school works.
Of course exchanging of ideas and opinions as well as collaboration and sharing of practices is at the very base of effective distributed leadership.

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Distributed leadership is a powerful element of school organization where collaboration and exchange of ideas are key to ensuring growth and development. The distribution of organizational tasks based on the skills of individual teachers is an important element for the quality of the school

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The need for distribution of leadership within the school is not only a pragmatic issue of proportionally dividing the school leaders workload, it has the positive impact on the self-efficacy of teachers and other staff members by encouraging them to show leadership based on their expertise and by supporting collaborative work culture. Distributed leadership places a central focus on the development of collaborative relationships that encourage, nurture and develop leadership capabilities in many people. culture for  the introduction of distributed leadership.

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Distributed leadership is primarily concerned with the practice of leadership rather than specific leadership roles or responsibilities. It equates with shared, collective and extended leadership practice that builds the capacity for change and improvement.

Distributed leadership means mobilising leadership expertise at all levels in the school in order to generate more opportunities for change and to build the capacity for improvement.

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The leadership model involves the distribution of responsibilities on all levels of government, teamwork and collective responsibility. In the distributed leadership model, the chairman shares authority and power; Teachers assume leading roles and responsibilities and act independently as individuals or groups.

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ROMANIA
I think DLE should play an important role in all schools,especially mine which is poor in it.Innovation,motivation and democratic citizenship need improment

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Increased accountability for learning, enabling innovation and promoting democratic citizenship seem very important challenges. At my school we face them, but not at a high extent.  Innovation at school projects is highlighted.

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You need to know how to communicate. You need to share.
In my opinion, the Italian school has to do so many steps before it comes to the question.

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We can implement leadership in the school because it encourages free speech, being known that creativity is the key to best results. Encouraging the initiative and free movement of thoughts and ideas are the perfect tool which a leader can use to motivate his team and the everyone will feel appreciated and unobstructed. There are many theories to achieve the performance, yet all have a common denominator – care for people, aspect found in quality leadership as well.

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DLs is surely a big opportunity to make school a better place and to get much more motivated students. Teachers should learn to cooperate more and listen to each other making up a real team working for the same goals.

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DLS is surely an essential mean to improve the school life and make learning much more easier. Students need motivation and would like to be more involved in the process of learning. Even teachers should cooperate more on a equal basisi

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Distributed leadership does not develop in a vacuum. Its development and sustenance in the school may be either promoted or inhibited by internal and external factors. Where the factors are favourable, they tend to make distributed leadership attractive pulling headteachers, teachers and pupils closer to its implementation. Where the factors are frustrating, it does not make distribution appealing to heads, teachers and pupils and thereby push them away from participating in leadership. The headteachers, though committed to the implementation of distributed leadership in their schools, identified some conditions that could either promote or inhibit its implementation.

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Distributed Leadership is an ideal situation butit needs training. Many teachers and students are not used to being asked or to taking responsibility. Some simply prefer routine tasks and avoid any decision-taking. Scholl or teacher culture cannot be revolutionary but gradually introduced and accountability can and should be shared by all stakeholders

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Successful organisations recognise the wealth of leadership capacity across the organisation and make sure to tap into this. A rigid hierarchical approach rarely makes effective use of such capacity as it is only focussed on the capacity of those at the top of the hierarchy.
Distributed leadership can help schools respond to major policy challenges they face - being accountable for learning, enabling innovation and promoting democratic citizenship.

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The DLE is a new idea that can do a cultural revolution in the school. It's not easy to intriduce it in my school, but I'll try.

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The way I see it, DLE can bring to schools what many of Portuguese students are lacking at the moment, that is, become more  involved in issues that influence their future as citizens. Nowadays young people do not show much interest in politics or even school decisions; however, DLE could be a way of boosting their interest and promote values, such as tolerance, justice and equity. Moreover, soft skills would also be practised and eventually become a part of their daily lives.

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In my school, distributed leadership has not yet fully begun, although I think it's what we need to be in a school to allow for both democratic and technological innovation.

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In my school the inovation interactive learning is welcomed.

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DL can make a difference in our school practices, but the creativity and innovation promotion required assume that all school community is involved.

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in my school we are very concerned about parents willings. I think we let them come into the school facts in a way they shouldn't. Maybe they don't recognize any kind of leadership to teachers...
Moreover it's hard to lead colleagues on the path of innovation, as most of them are discouraged by the last laws on Education

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Decision making in education is very often an arbitrary process involving governmental policy makers lacking continuity between the "educational reforms". The main stakeholders. needs and beliefs are not taken into account and this top-down process is also quite common in schools. Teachers thus feel powerless and do not take initiative They would benefit from such a change in leadership approach.

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In my school the inovation, interactive learning is welcomed and incouraged but not motivated. Teachers who develop interactive lessons and students have great acheivments at school and out of school have the same salaries and priorities.

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Nowadays school organizations aren't exclusively leaded by general rules. Teachers and students are able to identify their own needs of learning, in order to achieve appropriate goals. DL offers the way to make learning an assumed and enjoyable process.

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Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. In my scholl are many teachers who promote innovation, the non formal learning but unfortunately, some passivity prevents effective collaboration. I believe that more active involvement of the members of the organization would be beneficial for better results. The involvement of parents and students in formal and non-formal education is very important.

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With small steps, we will reach DL in all schools.
Schools have to change!

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Successful organisations recognise the wealth of leadership capacity across the organisation and make sure to tap into this. distributed leadership can help schools respond to major policy challenges they face - being accountable for learning, enabling innovation and promoting democratic citizenship.

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Well DLE reminds me the Scandinavian Participatory Design, where both designers and potential users of an application are working together in an equal and democratic manner, eliminating the power dynamics in the team. I am not that sure though if such an approach is acceptable in Greek schools in general. I think that teachers need to be trained in such a DLE - PD model.

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Many teachers in my school work for innovation.
This is useful to share experience and to develop students' learning habits

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My school focuses on collaboration, communication, innovation and in order to achieve its vision and goals, it often involves all its stakeholders: staff, parents and students.

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In my school theachers work with students for to decide all together the principal behavior rulers.

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My school leaders ensure that our school values underpin and support high-quality inclusive practices and they set expectations that all activities are focused on improving student learning outcomes. They keep up-to-date with and share current developments in pedagogy and student engagement with all staff. They lead staff and students in identifying and planning high-quality teaching and learning.

What should ideally be done in my school:

Principals lead high aspirations in learning and inspire the same in students, staff and parents.

They establish systematic methods for collecting and interpreting evidence to identify excellent teaching and learning, and share successful strategies with the school community.

They encourage staff to contribute to education networks, supporting the learning of others and development of pedagogy. They model collaborative leadership and engage with other schools and organisations to share and improve practice and encourage innovation in the education system.

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As I read and get informed about DLE it seems to me that it is a good theoretical basis of the cooperative work in my classroom. Cooperation that consists group decision making processes. Cooperation between me and my partner co-teacher, copperation with the children during the planning and the emplementation of projects, cooperation with the parents. We use Portfolios, mixed groupwork (children-parents, children- children, children-teachers)and learning stories as an evalution tool.

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DLE is democracy in action. Democracy implies knowledge, commitment, and trust. As far as my experience is concerned, the Portuguese school system and subsequently the schools do not recognize these aspects. Teachers and students have evolved to exam-driven subjects. Innovation and democratic citizenship do not make sense in such a value-driven system. Preparing students to take state exams does not promote deep effective learning. Our policy makers do not promote guidelines for  the demands of the 21st century.

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The students, with DLE support, take the opprtunity to learn in a motivated way. DLE encourages teachers and students to share ideas, partecipate and promote a democratic experiences.

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The  values of DL really remind me of what was the idea of the concept when our school was founded by parents many years ago. There should be more meetings with everybody involved again.

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That's really something I want to put in place during our meetings when I will be Principal : committees, peers sharing their practices. My experience helps others but others experiences help me a lot!

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Rosaria, Limite S/Arno
I think a DL perspective offers an alternative way of thinking about leadership in schools by suggesting leadership practise is as a product of the interaction between leaders, followers and their situation rather than as a product of a leader's knowledge and skill

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we are very inovating and fast growing school. We are at one of the highest level and we like to do things different and change our education system to be more worldwide

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IN MY SCHOOL IT COULD BE VERY USEFUL A DISTRIBUTED LEADERSHIP. THERE ARE MANY PREPARED, TALENTED AND SPECIALISED TEACHERS THAT COULD IMPLEMENT AND IMPROVE THE SCHOLL SYSTEM.

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DLE seems to be the most efficient way to induce a
systemic change to sustainable collaboration, participation, inclusion, creativity and communication in schools.

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DLE is inevitable in the current era where all scientific research is carried out by well-established teams.

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As i am not a teacher i do not have a situation of any school. But in my opinion nowdays is more useful the usage of distrubuted leadership as never. Now all countries and schools face challenges with migrands and they need to be all together, to make decision, to discuss policies, to share problems, fears and stress. In many cases teachers feel isolation as they have just to follow policies and not to be part of policies and solutions. That's why is ve important if schools have distribted leadership

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Everyone works hard in ours school trying to develop students’ academic skills. We are focused on the exam programmes and the level of achievement. But we still need to focus more on the development of competences and a climate where everyone feels accepted and has the possibility to improve. Parent participation and involvement is also a big issue. So distributed leadership can be a solution.

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Distributed leadership is a good choice for many organizations even more for a school. There are much more opportunities to develop that school because the students are our future and we must have a very good educational system. I have faced with many situations when the students had had their point of view in the running of school. Further more they have a strong impact in different activities such as extracurricular activities or holidays. In this way they can learn how to be a good leader through their colleagues, or they can learn from one another. The best school is when you practice what you learn, so that's why a distributed leadership is welcome in every school.

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I have a similar experience as Ausra except the examples of DL. I think that the individual teacher's fear of being responsible can be solved through a DL approach - but very slowly.

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Formally it is stated that accountability for learning as well as innovation are always welcome from any member of the staff, but when it comes to the stage of enabling or enacting a lot of different obstacles occur. However, there are examples of DL seen which lead to changes and different events.

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I quite agree with the opinion of Jurgita from Lithuania about leadership. In my boarding school the Principal supports creative, initiative teachers who enable innovations working with students but we have strict state school programmes we have to follow and it limits our capabilities .

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Distributed Leadership - it's a way to share experiences, to make decisions, to be responsible for them and to improve students learning, of course.

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In my school the decisions are taken by headmaster without consulting the teachers. The distributed leadership is a big chalenge during the last manager did this and we are used with a democratic leadership. In my scholl are many teachers who promote inovation , the nonformal learning but without the headmaster support it is very difficult to do it. The problem is that the goverment didn't required a training on this topi

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My school does very little to face the challenges of increased accountability for learning, enabling innovation and promoting democratic citizenship. All decisions are made by the headteacher and his two collaborators.  Historically, Italian school systems have never helped principals develop and implement management structures that would distribute responsibilities more broadly.

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IN my school there is a large group of teachers that work for innovation and try to encourage the others to do the same. It's a way to share experiences and to improve students learning.
To improve democratic citizen the students are invited to meetings about the rules, where they can decide all together the principal behavior rules.

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In my country there have been many changes made, at the government level, linked to curriculum. These changes are made without any or little assesment of what worked and what didn't work during the time these directives were in place.
It's very dificult to implement DLE in schools when our own government does not apply this model as it should.
In my school, I'm the President of the School's General Council (we are a grouping of 3 schools with students from 4 to 15/16 years old - pre-school to 9th graders), I've tried to implement the idea that everyone is important in decision making and that we all should work for the hole... not the parts...
I believe I've acomplished some evolution on this matter, with the help of my coleagues, school staff, and the community members.
In the school I work, we have pre-school to 4th graders, and we have a school "Headmaster", that shares her lidership with us, she want's to know our opinion on what comes from the Principal Headmaster, but sometimes we can only say our opinions... but they don't really change anything, because even Principal Headmasters have very limited instructions from the government.
There is a project, brought to us by the President of our Union of Parishes, that gives the oportunity for our student's to simulate a assembly meeting were decisions are made. For the 3th year, this project has our students take place on the board as Mini-Presidents, and some of those ideas have been implemented by the President. So our student's feel... and are really envolved in decision making, and can see what it's like to be an active citizen of one's parish.
I feel we are taking baby steps in DLE implementation... but we'll get there...!

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This year my school organized a teachers' training course focused on collaborative building of the curricula between the different grades and subjects.
On a different level, inside the classroom, involving students in a certain grade of decision making is necessary for a pleasant and successful managing of the group

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In my school as in the majority of schools in Greece still exists the rigid Hierarchical system where distributed Leadership is happening in words only, starting from the Ministry of education and ending at the school principal. Even though there are meetings between stakeholders and teachers they usually end in conflicts and the headmaster haw the last word. I think that it is still difficult for those who are in charge to accept DL since in Greece the "Chair" gives Strength to some people who carry their personal and psychological problems and try to impose their will through their position. Of course many younger teachers and Principals try to establish a more DL situation but I think that it will take some years before progress happens!

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Even if in some aspects of school life in the portuguese system, some degree of shared leadership is institutionalised, by integrating different stakeholders in school structures and asking them for their participation in the decision process, the reality is that the level of autonomy of schools is really low, taking out the relevance of that democratic structures. As Maria Kovacs, from Romania wrote before me: “Learning is exam-drive, innovation is stifled by a mostly traditional style of teaching (lecturing) and democratic citizenship is mostly learnt about rather than practiced.” And this applies to most portuguese schools such as mine.

I do understand the benefits of DL and think they could be the answer to some of the problems my school is facing, such as the disengagement and lack of motivation from both teachers and students from the decision processes, the lack of creative drive and of an attitude of sharing and collaborating, evaluating and reflecting  on the decisions made in order to improve , the low levels of success  in learning and teaching, the lack of school culture that feels like a whole and works like a whole.

Even though we reflect a lot about our practices and problems, even though we try out projects and different strategies, so many times these processes aren't intense, profound and deep, and we seem to get stuck in identifying the same problems and not being able to find real solutions. And most people see it just as paperwork and teachers meatings rituals, having no real consequences on the school life and the learning process.

In my perspective, this has 3 major reasons that imply that DL is not a real part of my school:(1) lack of autonomy from the school given from the government to make decisions which just make people feel unnecessary to get involved, (2)the fact that all leadership is concentrated in the hand of teachers, with students, parents, non teaching staff and other local entities having little or no real participation; (3) an old teacher body, wiith lots of old habits, little energy for change and will to take risks. Even though some people do make some efforts and involve themselves in projects and try to inovate, those are usually a small number of isolated groups, not really working together in a consistent and sustainable educational vision for the school.

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Portugal
In my school, each teacher is committed to innovate and help others innovating according to their skills. It is a way to share our values and competences.

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In my school teachers work together for some important projects as a team. From time to time, as it is a school formed by a lot of teachers it is possible to have events in which personal reasons are present than the interests of pupils

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democratic, distibuted leadership is good one

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According to greek educational system decisions are made by the ministry of education and are forwarded to schools. That means in practice that actually have to implement the national educational policies and little space is left to teachers and the whole school community to develop new approaches in education. Nevertheless some efforts are made from inspiring educators to meet somehow the challenges for learning, innovation and democratic leadership. They try motivate students using non formal methods, to collaborate with their colleagues in curriculum and extra -curriculum projects and finally invite parents to participate in school activities. But almost everything they do is in a rather strict framework that already exists.

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Our school is kind of in a good situation in implementing DL. The headmistress is encouraging different teacher leaders to be the carriers of innovations, to be the project leaders, to be class teachers-leaders... We are encouraged, that's for sure.But is everyone happy about that? Some enjoy the responsibility but some feel dissatisfied.

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Our school's (and government's!) policy is quite rigid and does not really encourage DLE.

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Àngels, Barcelona
In Spain we are changing the methodology and I think this course could be interesting to improve the way to learn, to innovate and to work in values in class. Sorry for my English, i, m working on this as well.

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The educatio al system in Greece lacks flexibility. Few things can be done in schools first because the basic decision-making is formed in the government level. Schools do not and are not allowed to make decisions. Moreover, teachers and students are overloaded with duties which distract them from what could do if they had the chance. There are always teachers who try to involve their students with innovating projects like eTwinning or Erasmus but they are not the majority. Moreover, technical and organizational problems burden the shoulders of the teachers who try to run projects like the aforementioned.

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Since  my school has been involved in european project ( Erasmus eTwinning) there were some changes in our organization: first of all the activities, into the school curriculum, are more shared with pupils, parents, local community; we strongly support the cooperative learning and peer learning. As concerning the school, we are different schools linked to one Institute,there are differet approaches. I'm the person in charge for my school  and we have been created  a good  team
( this is  my opinion) with a shared responsibility, we thake the decision together ( of course we need to discuss them with the headteacher). Our  whole school is orientated to an innovative approach, which is building year by year.

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I am sure that anyone could benefit from DL in schools.

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The major problem in our school is the lack of interest for learning among students. Also the curriculum is quite loaded and this leads students to even more unwillingness fro participating in learning process. I don't know how DL can help addressing this problem.

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Unfortunately in my school context there is no DL ,despite the fact that in theory it does exist ( cradle of democracy in Greece ...).I believe that everyone would benefit from DL as cooperating is a life skill.

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In my school there are some project conducted in team work, that are good opportunities where we share our good practices, growing in collaboration, innovation  and where everyone is able to contribute for the same aims.

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In my school teachers work together for some important projects as a team. From time to time, as it is a school formed by a lot of teachers it is possible to have events in which personal reasons are present than the interests of pupils

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at the end of the day DLE supports student growth and positive outcomes - the same can be said about teachers, staff and other community stakeholders - when people are given the opportunity rarely do they not take it up it's how you go about giving these opportunities to them

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At my school there is the challenge of addressing and promoting a distributed leadership, I think that it is not easy, we seek to promote that most decisions are taken through the structures of consultation and collective action, because the implementation of decisions on the basis of this decision/collective action is, in fact, the most distinctive feature of the action as leader.
The leadership distributed shows two properties:
the interdependence implies the execution of tasks with mutual dependence is manifested through the responsibility that allow a continued improvement through the comparison of the implementation of the same tasks and reducing the "weaknesses" individually through the complementarity of different skills;
coordination: that means managing the interdependencies between the various school activities and encompasses the design, development, distribution and monitoring the performance of the same.

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Both as a Head of my school and as a teacher I would like to see more of my colleagues share concern on innovation and creativity. Although there are some sporadic initiatives of few people within the school unit towards introducing innovative tasks and projects and developing small-scale creative approaches to learning, I would expect that this condition be a lot more involving, a lot more inclusive and designed as a long-term activity. At my school it is almost always myself who takes up initiatives towards involving the school in European projects (eTwinning, Erasmus+), introducing innovative approaches to teaching and experimenting on them (CLIL, teaching literature in a foreign language, designing classes in sociocultural terms), and I rarely (or never) find allies. Most teachers prefer keeping up with the curriculum and applying minor innovative approaches to their teaching within the curriculum, whereas my ideal condition would be that teachers should be allowed and encouraged to reverse the curriculum, to produce knowledge rather than reproduce it. To my view, and this is what I am really trying to implement within my school unit, teachers should be given the chance to develop their own curriculum within the formal curriculum. They should be allowed to keep a general curriculum framework, and then be able to adjust it to their own school and class reality. This could be a start towards DL,since teachers will be capable of jointly design their own school reality in terms of teaching/learning and organising school life

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Greece
In my school there is only a small number of teachers who are willing to try innovation and carry out projects regarding democratic citizenship. There is a small team that works on various European projects such as eTwinning, Erasmus + etc and some others teachers that are eager to integrate new methods in their teaching practice but still is the number is limited enough to create a school culture that enables innovation and strengthens democratic values. The leader of the school supports the initiatives of the teachers but cannot be directly involved in them, so he sometimes cannot appreciate the importance of this kind of pedagogical approach due to lack of involvement.

A problem that keeps coming up with our students is the lack of interest in the teaching subjects that  results in lower grades by the passing of time. We also notice the lack of very basic skills for life, especially co-operation, decision making, initiative and  interest in social issues. If the school wants to work towards this direction, the whole school community should make a plan to deal with the problem in the model of distributed leadership.

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Itay
DLE put together the ideas, the solutions and the opinions of different components of the school system . This brings about a better global vision from different points of view and the real atttude of everyone at a precise moment

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At present the biggest challenge my School is facing is the so called "alternanza scuola lavoro" that is a period of students shifting between school education and working in agencies or businesses. A good distributed leadership could help to realise this shifting in  a useful way.

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Portugal
As management practice, I think DLE is a ideal. Never the less, is sometimes very difficult to implement such practices. We need to understand that a school organization is different from many organizations, because the different members have different expectations. And also, because it depends of members that are exterior to the organization and have many influence to the management of the same. But I agreed that is a good practice.

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we re willing to be innovative and and giving the autonomy to the teachers to test and try methods that would work towards the common goals. But the question is what kind of leadership would be needed for the stubborn ones that are happy to teach with the same overheads for decades.