1.2 Why use Distributed Leadership in Schools? by Teacher Academy

Salome Asatiani

saloasatiani30 — 2017-05-29 14:03:30 UTC

Taking into account that my school is private, all members (principals, teachers)concern about students, in terms of their high academic achievement, additionally to form them as a democratic citizens we try to create the environment where they can express their opinions . We have chosen the democratic and distributed leadership style and through this model we have balance.

NINO AKHALADZE

ninoakhaladze2 — 2017-05-29 14:09:46 UTC

At my school all teachers are involved in student's development .One alternative approach to school governance has great potential for success—the democratic and distributed leadership model. my school depends on this model .we work harmoniously , the accomplishing goals, boosts student and teacher productivity.

INGA DVALI

2017-05-29 14:15:56 UTC

My school gives me the opportunity to develop and teach to be effective.Each teacher has different learning styles, modern pedagogical methods and the level to learn as possible.

Urban

ugn — 2017-05-29 14:21:22 UTC

In Sweden one can say that DLE is regulated in the law for schools. They must be a democratic, inclusive and open school for everyone. The major problem running public schools in Sweden in a perfect way that they are supposed to, is that the government puts up the goals for all schools but then it is the municipality that has to perform the school. This means that here we have separated goals and means. In my world the government should hold in both goals and means.

Stelios

2017-05-29 15:15:29 UTC

Promoting democratic citizenship is an absolute must for schools in our time. This is mainly because deepening democracy and improving democratic institutions will lay the foundations for the solution of many social problems. Shared leadership in schools can function as an authentic laboratory for working on democratic citizenship.

Isabel

2017-05-29 15:16:01 UTC

In my school, although each teacher is free to teach, using the strategies he thinks best, we have some limitations imposed, even by the government, that obliges us to use, for example, a specific type of letter in our chips. There are project groups discussing antlers and other issues.

Nils

2017-05-29 16:03:00 UTC

There is a long way to go for our school to even face the challenges. We should enable innovation and promote democratic citizenship.

Petra

petra_feichtinger — 2017-05-29 16:14:29 UTC

All Austrian schools have to do development plans by decree from the ministry. The start was a little bit "bumpy" because most of my colleagues are good teachers in their classrooms but they are not used to think school as a whole. Our biggest challenge in the moment is to integrate refugees in classes where more than 90% of the pupils have another mother tongue than German. Our goal is to offer the best education for them to increase their chances for the future. And we just can do it together. We try to create a climate where everyone feels accepted and has the possibility to develop skills and competences (not only academic). We would like to integrate our parents more but their participation is often a question of the language (no one of us speaks Farsi or Dari).

Cinzia

2017-05-29 17:02:44 UTC

Courses about DLE should be mandatory for School's Managers. There's still a lot to do in this field.

Lela, Georgia

2017-05-29 17:23:26 UTC

The democratic and distributed leadership model in my school is similar in some ways to the distributed leadership model, which involves distributing responsibility on all administrative levels, working through teams, and engendering collective responsibility In the distributed leadership model, the principal shares authority and power; teachers take leading roles, assume responsibility, and act independently as individuals or groups.

Antonia Brandão PT

dolores_brandao — 2017-05-29 17:50:57 UTC

I liked a lot of what Petra wrote about the difficulties that teachers have to look to the school as a whole. Each teacher's thinks inside their classroom and doesn't look to the big picture.Many times there is some kind of resistance, and individual interests come before school interests.

Distributed leadership is a fact, but not always differents leaders want the same. We have a long path to make democratic schools a reality and to solve our problems. Leaders must involve different stakeholders in the decisions, and they must hear all the community.

Marco

2017-05-29 19:46:37 UTC

In my school the innovation is important, the democratic citizenship no.
Distribuited citizenship could be a way to motivate all students and teachers.

Maria Duarte, Portugal

joaoinvestiga — 2017-05-29 20:22:59 UTC

The benefits of DLE are evident, but the use of power is a difficult matter for School's Managers and directive staff. Courses about DLE should be mandatory for them, as well for all school comunity.

Christos, GREECE

christos_chachoudis — 2017-05-29 20:32:19 UTC

The benefits of DLE are highly mesurable, and important to be valued from all stkeholders. This is something we all should and must do to have results not just for now but for the future. We all should get involved to the challenges and perform our best for the goals and the purposes of school education.

Dimitris K. Greece

kalariv1 — 2017-05-29 20:33:55 UTC

We have tried to improve the function of the students' communities at school (class community) but the students are not willing to discuss issues, different from ....parties and excursions. The teachers meet once a week and make decisions, so we believe that we practice the DLE on this level. The school leaders often consult the students communities on various issues

Vítor Martins, Portugal

martins_m_vitor — 2017-05-29 21:59:29 UTC

In some extent, in an informal way, in my school there's some practice o DLE, which as the potential of promoting a shared responsability in school matters. Furthermore, I believe autonomy on sectors of school is a mechanism for implementing DLE.

Céu, Portugal

2017-05-29 22:12:31 UTC

In my modest opinion, this type of course should be sent directly to the principals of the schools because they are "the ones" who most need to understand what Democratic Citizenship is, in a school...

Ana, Portugal

acfilipe36 — 2017-05-29 23:12:08 UTC

Framed by theoretical theories and models developed around the
School leadership arises closely linked to concepts such as quality, effectiveness and efficiency. In fact, the school, although attending to its specificity as an organization, is repeatedly subject to the models of organizational analysis and normative orientation conveyed by other contexts, in particular the context
business.

Lina , lithuania- I have thought of a very common issue that could be solved using DL- that is- the problem of misbehaviour at school.

2017-05-30 09:27:46 UTC

suggestiond by students and parents should be listed and discussed.

Spasija

2017-05-30 10:35:01 UTC

I am proud to say that the school I started working in this year practices a distributed leadership to a quite high extent (8). It is in the deep culture of the school to have transparent approach but also everyone in the school sees the 'big picture' and accepts mutually agreed decision no matter of the personal opinion since it's favorable for the whole school.

Cristina, Spain My school faces all challenges described, but there is little or none awareness of alternatives to overcome the difficulties they encompass without demotivating students/staff. In a system that resist change, those of us who have been trained abroad and experienced different leadership approaches are regarded with suspicion, when advocating for more distributive leadership.

2017-05-30 10:45:26 UTC

Iuliana, Romania

2017-05-30 12:57:24 UTC

In my school, the distributed leadership is applied to a greater or lesser extent. At each level starting with students and teachers and up to the director, this principle is being attempted. Unfortunately, some passivity prevents effective collaboration. I believe that more active involvement of the members of the organization would be beneficial for better results.

Georgeta Serban, Romania

getaserban19 — 2017-05-30 13:46:40 UTC

The way in which
a manager designs the physical framework and organizational events and offers the symbols
People have clear indications of the sale of ideas and intentions. The higher the consistency
Between the various components mentioned above, the greater the impact of driving
his organization

Lucia, Athens, Greece.

luciadamianidou — 2017-05-30 14:28:45 UTC

The school where I work this year promotes democratic rights and has faced many chalenges in the past. Serious matters have been solved through great participation, innovation and acceptance of every single teacher's opinion. I find it very importnat that real life problems regarding students, parents and neighbourhood can be overcome with democratic citizenship.

María José, España

mjmaciassotillo — 2017-05-30 16:08:45 UTC

In my school distributed leadership must be implemented to achieve goals, progress, ... Today at my school the main idea is to solve problems, but I think we should strive to change the idea of leadership and change to a more participative leadership, In which we can contribute to achieve our goals.

Aikaterini,Crete,Greece

2017-05-30 18:10:07 UTC

There are differantiated attitudes towards the idea of shared leadership. The main corpus of colleagues is oppose to novelties.There's a strong belief that there are long lasting practices which are proven concrete and should remain priorities.There are attempts of innovationwithin classes and in rare occasions there are collaborative attempts between them.But we cannot recognise a shared leadership that promotes a school culture,taking in consideration the benefits of shared leadership in learning,innovation and active citizenship.Those who attempt are alone.

Aikaterini,Crete,Greece.

2017-05-30 18:18:28 UTC

There are differantiated attitudes towards the idea of shared leadership. The main corpus of colleagues is opposed to novelties.There's a strong belief that there are long lasting practices which are proven concrete and should remain priorities.There are attempts of innovationwithin classes and in rare occasions there are collaborative attempts between them.But we cannot recognise a shared leadership that promotes a school culture,taking in consideration the benefits of shared leadership in learning,innovation and active citizenship.Those who attempt are alone.

Diana Nemsitsveridze

2017-05-30 19:07:23 UTC

Diana Nemsitsveridze

2017-05-30 19:07:25 UTC

In my school responsibilities are distributed equally, every staff member tries to do their best in the process of educating students. Our personalities and individualism is respected, but we still need to work on ourselves!

Thomas Boulieris

2017-05-30 19:29:42 UTC

(Patra, Greece)

My school does not face challenges through Distributed Learning. There is a small informal leading team and most decisions are almost simply announced to the rest of the teachers. So accountability for learning is a rather individual issue and every teacher decides their teaching style on their own and share nothing.

Argyrios Zymaras

2017-05-30 19:56:46 UTC

(Macedonia, GREECE)

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.

Eugenia Papanikolaou

2017-05-30 20:56:23 UTC

GREECE
My school faces the challenge of distributed leadership, but unfortunately the wrong way. There is an informal leading team of senior conservative teachers who try to guide the headmasters (we had three in the last 4 years) but we have formed a group of well-trained teachers who share a european vision, are focused on team working and try to involve our school in innovative projects. We try to point out the need for democratic decision making and engaging of more teachers in the leadership and school development

Elena

2017-05-31 11:36:14 UTC

Moldova
As I work in a university, I'd rather talk about the situation within my department. Once I have complained about the rigid leadership style at the administrative level, I have noticed the other side of the coin here. Having a democratic leader makes us feel confident and useful. Knowing how to delegate tasks is a whole art; you must find the right person to perform the right task. Asking for opinions or feedback from your colleagues and employees gives great benefits for the entire community.
We also develop different questionnaires/polls that we offer to students where they can come up with different suggestions, regarding leadership styles within the department, attitudes, relationships, suggestions.
only through a friendly atmosphere and harmony among team members we can achieve excellent results, through consensus we can get to innovation and development.

Vincenza

2017-05-31 14:02:47 UTC

My school faces the challenge of distributedleadership.

Vasiliki Psaridou/Greece

psaridou — 2017-05-31 14:24:30 UTC

My school tries to face challenges and enables iinovation in a satisfactory level. I work in a Minority school in Greece where pupils are Greek citizens but Muslims. There are teachers who are Christians and teachers who are Muslims. However, there is a goos cooperation between us in most aspects

Chiara, Italia

kyarasar — 2017-05-31 14:41:10 UTC

The video is quite clear and exhaustive. As far as my personnel experience is concerned, I can add that dl is useful to keep in touch with local associations and enterprises that are working for the same purposes as the school, that is enabling students to develop a holistic and deep knowledge. Thanks to DLS we could send our students to a lot of interesting initiatives and job experience.

Tina-Greece

tinamellos — 2017-05-31 15:32:54 UTC

My school still keeps struggling with distributed leadership to a certain extend; and our curriculum does not help either.

Anne-Laure, France

almhwalker — 2017-05-31 15:43:23 UTC

I work for a young and small school. Hence at departmental level, some teachers are the only ones teaching their subjects. We therefore have weekly team and group meetings where teachers and/or leaders can share their best practises, in terms of differentiation, assessment, class management etc. Everyone is invited to prepare professional development sessions.

In terms of innovation: we have just launched an i-Pad programme and are about to truly focus on PBL. Teachers are invited to share their successes and “failures”, students are asked to provide us with some feedback. This helps everyone move faster along the process and improve.

New DP school. Students and teachers have to embrace the new challenge together and be motivated to make it successful

Finally we are a new IBDP school. Students, teachers and leaders have to embrace this new challenge together and remain motivated to make this programme successful. Teachers and even students are involved in the creation of policies. It appears that DLE helps promote some of the IB learner attributes

Maria Duarte (Portugal)

joaoinvestiga — 2017-05-31 16:23:16 UTC

Distributed Leadership helps school to face the challenges of increased accountability for learning, enabling innovation and promoting democratic citizenship. The problem are the mentalities. After 48 years of dictatorship in my country, peoples mind didn´t change that much. Sometimes I feel there is a feeling of rejection of the DL, but the school leaders try to make it look "democratic", because it´s political correct. Unfortunately thats my experience.

Maria Calà - Italy

giambigia — 2017-05-31 16:27:11 UTC

Each user in the school is able to perform a task related to the role they play in the school. In my opinion, distributed leadership stands up to this basic concept to make life alive and active in a school. All of the highest hierarchical school at the lowest level is responsible for learning, innovating and promoting democratic citizenship.

Antonietta, Italy

miaaba — 2017-05-31 17:09:29 UTC

My school is still far from distributed leadership so everyone works hard but only few people can decide about what is better or worse for students and teachers. In other words at a first glance leadership is apparently distributed but looking better into the school context leadership is based on traditional leadership. distributed leadership is performed only by the few. This way there's a great waste of energy in the daily work which doesn't promote innovation at a deeper level.

Konstantina Chryssanthopoulou, Greece

dinachryss — 2017-05-31 18:53:20 UTC

Distributed leadership is a utopia for my school. In my school the headmaster believes himself to be very democratic and holistic, but all the decisions are taken by himself and his wife, who is also a teacher in my school. Decisions are only announced and teachers and students have no voice at all. Innovation exists but only promoting his own work. The other teachers work with the students, take part in projects, win at contests, but they never get the credits. I was very angry, when my students won 11 ipads for the school and the headmaster didn't even mention their names on the school website or on the ceremony the ipads were delivered to our schools. I then decided that I don't want to do anything that requires extra work and extra stress again as long as this team leads my school. I am not proud of my attitude but it is an outcome of repeated frustration....

NINO AKHALADZE-GEORGIA

ninoakhaladze2 — 2017-05-31 19:47:27 UTC

everyone should do their job at work and totally everywhere. distributed leadership changes many thins at work

Irène, Belgium

irene_indemans1 — 2017-05-31 21:02:23 UTC

As the accountability for curricular and cross-curricular learning increased, we focussed on structurally and substantially supporting and promoting teamwork in school. Every team has got a team leader/coordinator who is an enthusiastic and talented pacer for a specific aspect of learning at school. I agree with Stelios: a school with a distributed leadership culture actually is an authentic laboratory for working on democratic citizenship.

Tatiana,Romania

tatianasilvesan72 — 2017-06-01 01:18:51 UTC

Proper school administration can be achieved if at least two conditions are met: real and constant involvement of local community representatives in decision-making and substantiation of decisions on a very solid knowledge of the economic, social, cultural environment in which the school operates.
Schools have to prepare students for life and work in a world where most people will have to communicate with people coming from very different cultures and appreciate ideas, perspectives, and values that differ from what they have learned. Thus, schools in the 21st century should teach young people first and foremost to cope with rapid change and how to adapt.
If we want to change something meaningful in the life of the school, then we need to know the reasons and conditions that impose the change, the meaning and objectives of the change or the strategic component of the design activity, and the ways in ichi we will make the change or the operational plan.

Ileana, Romania

ilieileanaluiza — 2017-06-01 06:15:27 UTC

In the last 27 years, our education system has gone through many reforms that have begun, but without finality, it is centralized, and the local community has little involvement in school development. School curriculum does not allow skills to be diversified in relation to European level requirements. All of this is reflected in the work of VET schools, such as our school.

Ozgu Ozturk,Istanbul

ozguozturkk — 2017-06-01 08:50:26 UTC

Its semi-democratic in my school.

Maria Kovacs, Romania

maria_kovacs — 2017-06-01 10:40:09 UTC

I find the three reasons provided in favour of DLE very convincing. Deep and holistic learning, innovation and active learning of/about democratic citizenship are goals that every school in Romania school actively pursue. As the education system stands, currently, on average, we are clearly not doing enough on any of the three fronts. 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. I am hopeful that the leadership of the 30 schools I am working closely with will find the arguments you have provided the same convincing as myself. Most of the schools are aiming for increased active participation of all key stakeholders, particularly increased engagement of parents, which I think is not a bad start – but doing it right is nonetheless a challenge. I keep sharing my learning here with the formal leaders of those 30 schools, most of whom unfortunately are prevented from taking the course by their insufficient mastery of English.

Chiara,Rome

carusochiara — 2017-06-01 11:46:52 UTC

Fortunately, the Italian school is coming out from a period of around 50 years of traditions and hierarchical systems of leadership. I think my school is undertaking the right way, going towards innovation and democratic citizenship but the process is still long and full of challenges to be faced.
All the school system has to do a big effort in order to promote values based on a new kind of learning (cooperative lifelong , holistic learning ) involving students, familes, teachers, Princicles, Headmaster teachers , etc...

Rasma, Lithuania

rasmastuokiene — 2017-06-01 13:24:59 UTC

Our school headmistress works closely with the whole community to encourage and implement innovation in our school. Everyone (sts, teachers other staff, parents) is addressed for their opinion while implementing new things. To my mind, we need to focus on learning. All community not separate teachers or administrationshould agree upon things like extended subjects, projects, teacher professional development plan, etc.

Aliya , Azerbaijan Distributed leadership is very important for the whole learning process.Because there are so many aspects there : learning, motivation, mentoring and so on. One person can't be responsible for the whole process .Much research challenges the idea that organisations can rely on the 'one great leader' to solve problems. For sustained success, organisations cannot depend on one person, or even a small group of people, to provide ideas, inspiration, a sense of direction and innovation for improvement.Research studies have been carried out in recent years that throw light on the benefits of distributed leadership and what helps it to work well. It is difficult to identify the effects of a complex process like distributed leadership in organisations that are affected by a variety of factors and changes. It is possible, nevertheless, to conclude from research findings that distributed leadership, in the right conditions, can help in meeting the challenges of learning, innovation and citizenship.

Agayeva — 2017-06-01 16:14:00 UTC

Daniela

danielamioarachisalita — 2017-06-01 16:45:48 UTC

Romania

In our school, most decisions are taken by involving all actors in the educational act. Thus the quality of work is better and we all learn from each other.

João, Portugal

santos_jaml — 2017-06-01 17:51:49 UTC

At my school, most decisions are shared by the actors directly involved. In this way, learning, social participation and individual and collective responsibility are developed.

Pietro- Italy

pierolauro — 2017-06-01 17:54:53 UTC

As far as I am concerned I teach in a school where distributed leadership is the facade but the important decisions and the global managing of the staff is in the hands of few seniors or well trained-teachers. Sometimes the organisation and the projects to develop are only known by a few lucky teachers while the others get to know such information second-hand and sometimes too late to act a role in such a complicated stage. I think that a rigid hierarchical leadership disguised as a democratic one is the worst thing that can happen to a group of people supposed to be working as a team. Conflicts emerge and suspicion among the members of the group becomes the rule.

Amalia Romania

amaliavic — 2017-06-01 20:18:02 UTC

A rigid hierarchical approach is almost impossible to conceive in the institution I work in, because the school counselors perform each activity in another school, not in the County Center for Resource and Educational Assistance that coordinates them methodologically.


Working each other in different schools, carrying out various activities at the request of the school manager, it is implicitly necessary / imposed their direct involvement in the decision-making process, participation in leadership. For the success of the CJRAE institution and the counseling services provided in schools, it is necessary to capitalize on the creativity of all counselors and diverse professional experience. Just because they work in different schools, and because they are a special professional category, counselors maintain very good interpersonal relationships, meet frequently for exchange of good practice and are actively involved in improving their own skills to support the learning and personal development of students. 

In addition, through the nature of the counseling services offered, school counselors promote among pupils the values and principles of democratic citizenship, tolerance, mutual respect.

One of the major challenges faced in my country today by the school counselor is the very large number of students it serves (800 pupils or 400 preschoolers) and implicitly the fact that they are working (at least in the environment Rural areas where the number of pupils is lower) in several schools. And this means splitting the work program, numerous movements, which eventually lead to a decrease in the efficiency and quality of the educational services offered

Carla Diogo, Portugal

carladiogo311 — 2017-06-01 20:59:10 UTC

Although we are giving huge steps towards it, I think that we can't fully speak about Distributed Leadership in Schools. Autonomy is still missing but we all recognise its advantages. It will turn schools more and more democratic and when we are part of a decision that was taken, we will also feel more responsible for it and work harder towards success.

Claudia, Romania

claudiapostu — 2017-06-02 05:13:47 UTC

Distributed leadership is not about diminishing the importance of the school leader but it is rather about changing the focus of attention of the school leader’s activities.

Kristina Kaučić, Croatia

2017-06-02 08:04:46 UTC

DL can create more high-performing school. As a result, greater achievements take place on a daily basis. It always takes a team to build good collaborative and democratic school environment.

Eerika finland

eerika_kantonen — 2017-06-02 09:20:43 UTC

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.

Luís Gonçalves

coordenadordetic — 2017-06-02 15:07:21 UTC

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.

Angelamaria Galderisi, Italy

soleemare_a — 2017-06-02 15:34:56 UTC

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.

Silvia Giorgi

sissisea — 2017-06-02 16:23:51 UTC

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

Despoina Kyriakaki,

despkyr2 — 2017-06-02 17:26:33 UTC

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.

Dina Zavalari Greece

2017-06-02 17:51:08 UTC

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

Isabel Nunes, Portugal

2017-06-02 22:35:10 UTC

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.

Sharon, Australia

2017-06-03 10:12:58 UTC

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

Rosaria, Italy

2017-06-03 14:12:08 UTC

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

annalisa, Italy

isaese77 — 2017-06-03 14:33:53 UTC

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.

un

katiakant79 — 2017-06-03 15:21:08 UTC

Katia,Greece

katiakant79 — 2017-06-03 15:21:08 UTC

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.

John, Greece

2017-06-03 16:06:06 UTC

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.

Marcela, Italy

2017-06-03 17:12:00 UTC

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

Alessandra Basso Italy

alessandra_bass — 2017-06-03 17:45:38 UTC

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.

Eleni, Greece

2017-06-03 19:17:12 UTC

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.

angels_a — 2017-06-03 19:34:14 UTC

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.

ABRIELA sANDRU

gabrielasandru1 — 2017-06-03 21:28:55 UTC

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

Edita,Lithuania

edibur — 2017-06-03 21:50:13 UTC

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.

Ioanna Greece

2017-06-03 23:15:35 UTC

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.

viki doga, greece

2017-06-04 04:56:35 UTC

democratic, distibuted leadership is good one

Valbona Shkëmbi

valbonashkembi95 — 2017-06-04 05:46:54 UTC

Ana

2017-06-04 08:16:14 UTC

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.

Cláudia Monteiro, Portugal

2017-06-04 08:26:03 UTC

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.

Sevastiani Roulia REECE

anniroulia — 2017-06-04 08:43:11 UTC

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!

Maddalena, Italy

2017-06-04 10:16:24 UTC

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

Ivone Portugal

ivonemargarida_ma2 — 2017-06-04 11:14:26 UTC

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...!

Bartolomeo Corbo-Italy

vanvitellitt — 2017-06-04 15:07:56 UTC

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.

Michela, Italy

2017-06-04 16:22:55 UTC

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.

Luciana- Romania- Tulcea

rusu_luciana — 2017-06-04 16:25:19 UTC

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

Jurgita, Lithuania

2017-06-04 19:30:25 UTC

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

Inna, Ukraine

innapanchenko1983 — 2017-06-04 20:00:38 UTC

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 .

Ausra, Lithuania

a_netiksiene — 2017-06-05 06:39:52 UTC

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.

Jolanta, Poland

2017-06-05 12:48:00 UTC

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.

Olga, Moldova

2017-06-05 18:33:56 UTC

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.

Kristina, Lithuania

2017-06-05 18:46:20 UTC

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.

Betty-Greece

2017-06-05 20:08:38 UTC

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

Larisa Sali, Moldova

2017-06-05 20:42:08 UTC

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

Petra Regina, Germany

2017-06-06 06:44:05 UTC

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

ROSARIA CALABRIA

rosaria_79 — 2017-06-06 10:47:31 UTC

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.

rasa

2017-06-06 11:37:50 UTC

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

2017-06-06 21:26:35 UTC

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

Stéphanie, France

2017-06-06 21:34:32 UTC

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!

Sina

2017-06-07 06:51:33 UTC

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.

Monica

2017-06-07 16:28:34 UTC

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.

Cristina Torre, Portugal

cristina_torre — 2017-06-07 17:41:53 UTC

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.

Sofia Chatzigeorgiadou

sisichatzi — 2017-06-07 18:54:19 UTC

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.

Fernanda Santos, Portugal

fernanda_santos1 — 2017-06-07 19:06:11 UTC

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.

Ida, Italy

2017-06-08 16:17:44 UTC

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

Carmen, Romania

carmenescu2000 — 2017-06-08 16:47:12 UTC

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.

Grazia

2017-06-09 17:26:47 UTC

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

Stratos / Greece

2017-06-09 19:46:45 UTC

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.

Aliya

Agayeva — 2017-06-09 20:02:52 UTC

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.

Sónia Soares, Portugal

2017-06-10 15:56:12 UTC

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

Veturia, Romania

sesermanv1 — 2017-06-11 15:36:23 UTC

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.

Daniela M.

2017-06-11 19:03:22 UTC

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.

Angela, Moldova

andimitriu337 — 2017-06-12 14:10:20 UTC

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.

Maria /Greece

2017-06-12 20:48:50 UTC

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.

Tiziana/Italy

2017-06-12 21:39:00 UTC

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

Ana/ Portugal

2017-06-14 10:39:15 UTC

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

Pina Italy

cristianpina — 2017-06-15 09:47:57 UTC

In my school the inovation interactive learning is welcomed.

Angelina Alberico, Ital

2017-06-15 20:48:55 UTC

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.

Teresa Cameira, Portugal

teresa_cameira — 2017-06-15 23:59:50 UTC

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.

Annalisa, Italy

2017-06-16 09:21:26 UTC

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.

Rosa/Italy

2017-06-16 11:53:01 UTC

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.

Ioanna, Greece

ziakaioanna — 2017-06-16 17:04:04 UTC

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

Shukufa Najafova, Ismailli, Azerbaijan

2017-06-16 17:54:12 UTC

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.

Silvia, Italy

2017-06-17 15:06:07 UTC

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

Silvia. Italy

2017-06-17 15:08:19 UTC

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.

Elena Roșca, România

2017-06-17 16:39:21 UTC

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.

Gabriella, Italy

2017-06-17 23:13:23 UTC

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.

Konstantina, Greece

2017-06-18 12:50:59 UTC

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.

MARIANA,

2017-06-18 18:23:48 UTC

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

Elisa Ciontoli, Italy

2017-06-18 21:24:59 UTC

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.

Angela P.,Ital

2017-06-19 08:35:21 UTC

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.

Ourania, Greece

ranialampou — 2017-06-19 22:33:53 UTC

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.

Ilenia Brancato

ilenia2 — 2017-06-19 22:53:32 UTC

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

Chiara, Italy

chiara_semplicini — 2017-06-20 05:29:45 UTC

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.

patrinappa — 2017-06-20 16:08:26 UTC

Patrizia, Italia

patrinappa — 2017-06-20 16:08:26 UTC

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.

Chiara, Florence, Italy

2017-06-21 10:26:30 UTC

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

Marianthi Arvanitidou-Greece

1canislupus22 — 2017-06-22 05:29:36 UTC

It is very effective

Guen, Turin, Italy

guendalinah — 2017-06-22 13:28:07 UTC

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

Adina Marcu,Romania

adinamarcu9 — 2017-06-22 19:51:27 UTC

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

Patricia F.,

pati_serena — 2017-06-25 15:36:07 UTC

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 ...

Evangelia, Greece

2017-06-26 07:35:37 UTC

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

Maria-Laura, Romania

fpreotescu — 2017-06-26 08:18:22 UTC

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.

Dr. N. Amareswaran, India

2017-06-26 10:38:50 UTC

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

Stefania Altieri, Italy

stefaniaaltieri73 — 2017-06-27 12:46:30 UTC

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

RAMONA, ROMANIA

2017-06-27 15:58:04 UTC

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

XARA, GREECE

xarastefani — 2017-06-28 18:21:37 UTC

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

Manoila Maria, Romania

2017-06-29 09:56:48 UTC

One of the challenges would be school absenteeism

Sura Mehdiyeva AZERBAIJAN

2017-06-29 20:13:22 UTC

Natasa, Greece

natixrysf — 2017-06-30 11:30:49 UTC

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

Federica, Italy

federica_armani — 2017-06-30 13:23:47 UTC

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

Vana Tsiapou, Greece

2017-07-02 14:49:06 UTC

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

Hrisanti, Bucharest, Romania

2017-07-03 23:01:22 UTC

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.

Marialuisa Brindisi Italia

2017-07-04 07:20:42 UTC

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

2019-06-13 22:10:54 UTC

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

EVREN UYGUN

evrenuy34 — 2020-07-10 19:06:13 UTC

TURKEY
Innovation is a must while teaching