And what happens when you create your own material? Would you like to share it with other fellow colleagues but protect it from any misuse? Take a look at Creative Commons which can help you answer these questions. It is a nonprofit organization that enables the sharing and use of materials and resources through free legal tools. Learn more about the different licenses and what they mean. On their website, they have a simple tool that will help you choose the type of license you need. Once you have picked the one you need, you can download it in high quality and different formats here.
3 - eSafety
this guide which includes advice and interesting question to reflect on regarding your online reputation.

For more information about eSafety as well as lots of resources to use with your students check out the following links:

 

(Jones, Harvey, Lefoe & Ryland, 2012)

This course is based to a substantial extent on the content developed by the EPNoSL networkfor the School Leadership Toolkit which you can access directly here. The course takes parts of the content and organizes it into a more interactive experience. The Toolkit is owned by theFoundation for Research and Technology in Greece (FORTH) who has authorised the use of the Toolkit for the purposes of this course.

Leadership is the process of mobilising people and resources in order to bring about change directed towards achieving a goal or purpose. This process involves creativity, initiative and action, but it is not necessarily undertaken by one individual. 

Leadership is a characteristic of an organisation as a whole, not just the individual actions of the few who are labelled 'leaders'. Distributed leadership is based on the proposition that whatever we may think, the reality of life in organisations is that leadership is the outcome of lots of people's actions and interactions. The power of senior leaders is mediated by what people do, or do not do, across the organisation.

Distributed leadership includes leadership by students, teachers and support staff, each of whom brings their unique skills, ideas, and experience, and emerges from a particular combination of supportive organisational features.

Distributed leadership is fostered in a school culture that views leadership as emergent and participatory, and is explicitly committed to core values of equity and democratic citizenship.
in other words, there can be degrees of distributed leadership.

It is helpful to see these degrees of distributed leadership as stretching along a continuum. At one end, distributed leadership is fully developed and in its most democratic form: this is the same as democratic leadership based on a model of holistic democracy where all decisions at school level are taken by equal vote of all school actors. At the other end, the opposite of distributed leadership is what we call rigid hierarchical leadership where decisions are made by one or a few leaders at the top of the hierarchy. 

Think about your own school, where along this spectrum would you place it? Identify your answer briefly in the poll below so that we can see the current situation of fellow course participants. 

On a scale from 1 to 10, with 1 being a rigid hierarchical leadership and 10 being a fully democratic leadership, how would you characterize your own school’s leadership approach?

visitthe School Leadership Toolkit here.
At a specific school level, distributed leadership can help schools respond to major policy challenges they face - being accountable for learning, enabling innovation and promotingdemocratic citizenship. 

For more details about the areas covered in this module see this section of the School Leadership Toolkit upon which this module is based.
 

1. Key lever #1: Facilitating the development of a shared understanding of DLE
2.Key lever #2: A participatory culture for DLE
3. Key lever #3: Enabling institutional structures for DLE
4.Key lever #4: An open social environment that supports DLE
5.Key lever #5: Evaluating and sharing the impact of DLE

The first key lever in the development of distributed leadership for equity and learning is the facilitation of a clear and shared understanding of the concept of DL itself.
DL needs to be continually cultivated and nurtured in supportive ideas and values that people genuinely share and are committed to.

The fourth key lever (for the third lever see the next section) is the development of an open social environment which supports DL. This means being open in how you relate to people, recognising and valuing the contributions which everyone makes to achieving the purpose of the school and showing through your actions that the boundaries within the school (of hierarchy, departments and formal roles) are not rigid. 

Institutional structures include roles, procedures and working arrangements (such as teams and committees), as well as the allocation of resources and the opportunities offered for professional development and training. These can have a powerful impact on how people connect and work with one another.

Examples of change that helps create enabling institutional structures include:

The fifth lever to consider is about evaluating the impact of DL and sharing results. As part of this it is important to ensure that evaluation of DL is:

Teacher leaders are highly effective teachers who accept responsibility beyondclassroom instruction for a task or function which contributes to quality development at their school.

These teachers act as leading professionals, drawing upon external and experiential knowledge to continually improve their practice with a focus on equity and learning. They are sources of inspiration for their colleagues and ambassadors for their schools.

Take a look at the following case study from Scotland where teachers and school leaders talk about what teacher leadership means to them and why it is important to enable it at school.

SCEL - what is teacher leadership? from SCEL on Vimeo

Teacher leadership is visible in a teacher’s informal and formal role-taking and role-making. Teachers who act informally or formally as teacher leaders take on four roles: 

In this section, we start by looking at the latter, a step-by-step process of developing a teachers’ capacity to become a teacher leader. Take a look at the video below outlining such step-by-step approach of developing projects for teachers to take on leadership. 

he above methodology was created and applied as part of the International Teacher Leadership Initiative run by David Frost of the University of Cambridge. Check out their website for many more useful resources that provide guidance and research evidence about teacher leadership.
Time, space and culture are some of the factors addressed that will enable teacher leadership and they are naturally closely aligned with some of the factors that we looked at in the previous module about developing distributed leadership.

http://toolkit.schoolleadership.eu/teacher_leadership_giants.php

Before we examine in more detail three groups of stakeholders and consider their involvement in shaping our schools, let us briefly consider who school stakeholders are and to what extent we already engage with them. 

Take a look at the below video where Roger Blamire of European Schoolnet outlines what groups are considered as school stakeholders and why.

Student involvement in school development and leadership is at the heart of what theOrganising Bureau of European School Students Union (OBESSU) advocates. OBESSU represents student unions across Europe. 

In the video below Ferre Windey identifies some general strategies of how to involve students and how students can shape a schools leadership approach. He also addresses how to overcome common challenges.