Distributed leadership of school curriculum change: an integrative approach

ABSTRACT

Since its inception in 1999, the distributed leadership framework of Spillane, Halverson, and Diamond [2004. “Towards a Theory of Leadership Practice: A Distributed Perspective.” Journal of Curriculum Studies 36 (1): 3–34. doi:10.1080/0022027032000106726] has supported research into leadership and change in schools. Whilst the conceptual integrity of the framework is sound, research based upon its premises has attracted some criticism. The research has had a narrowed focus which has not generally reflected the inseparability of the elements of the framework and the situation within which leadership is enacted. In addition, it often fails to account for the complexity of critical elements of the environment such as micropolitics. This position paper proposes a reconfiguration of the distributed leadership framework as a research framework in response to this critique. The paper asserts that this new perspective that is presented is able to respond to the critique through an integrated approach that encompasses situation, social distribution and task enactment and which supports an integrated approach to research methodology. This adapted framework has the potential to more fully support research design that is actuality holistic and embedded in the context.

KEYWORDS:

• Leadership
• educational change
• school improvement
• school effectiveness

Notes on contributors

Dr Wendy Fasso is a senior lecturer in Education at Central Queensland University. Her research interests are in the area of curriculum and pedagogical change, and leadership of change initiatives.

Dr Bruce Allen Knight is Professor of Education at Central Queensland University. His research interests are in learning design and pedagogy. He has more than 200 publications and worked on large research projects worth more than $5 million from such granting bodies as the Australian Research Council. In 2006, he was honoured with a Fellowship of the International Academy of Research in Learning Disabilities.

Associate Professor Ken Purnell is a member of the K-12 Curriculum Committee for the State of Queensland. He researches and teaches in the areas of curriculum and assessment and is an invited presenter for the university and the Curriculum, Assessment and Certification Authorities.