As the demand increases that schools improve learner performance, the need for principals to cultivate broad-based, skilful participation in the work of leadership becomes essential. As a school moves towards becoming “leaderful”, the principal must balance the work of building and sustaining leadership capacity at the same
80
time. Different educators are at different places on the leadership continuum. A principal‟s ability to support, encourage, involve, recognise, model, teach and give others the opportunity to lead brings about the development of a culture of leadership: the continuous development and permeation of leadership and leaders within a school, making it live with the school community. The principal models, teaches, coaches and provides leadership training to school staff members as they become skillful participants in the leadership. Principals sustain “leaderful” schools by keeping structures in place that foster leadership and showcase leaders in leadership roles. Principals should use many simple yet effective strategies to build and sustain the leadership capacity of their staff members (Lambert, 2003:117-119).
Similarly, Drago-Severson (2009:109) is of the opinion that the development of leaders in school systems is critical in today‟s educational world. Citing Elmore (1999), Drago-Severson (2009:109) states that in calling for a new structure of leadership, it is the work of school leaders to ensure that educators continue to develop. His first two principles for this new structure of leadership are as follows: “the purpose of leadership is the improvement of instructional practice and performance, regardless of role”, and “instructional improvement requires continuous learning”. Drago-Severson (2009:109) also refers to Fullan (2003) as urging principals to exercise leadership that will foster “developing a collaborative culture among educators that focuses on ongoing, relentless improvement of instruction”. Fullan (2003) urges school leaders to build cultures of shared leadership by focusing on integrating “individual and organisational development”. Drago-Severson (2009, 109) further states that to build such school cultures, leaders must focus on supporting educators as they assume new leadership roles. This type of school community in which leadership is shared and adults are collectively responsible for learning, will build individual and organisational capacity.
Principals need to secure resources to support educators who assume leadership roles. One such resource is the time to support shared practice, planning, and professional learning. In addition, what is important to the principal‟s explicit acknowledgement of educator-leaders is essential and powerful partners in leadership. Principals need to create a safe environment for educators to engage in risk-taking, delegate important tasks to educators and provide opportunities for
81
educators to learn leadership skills. These skills can be acquired through participation in workshops, courses, readings and consultations.
According to Davies (2009:168;180), leadership development refers to the activities involved in strengthening one‟s ability to establish a clear vision and achievable goals, and to motivate others to subscribe to the same vision and goals. Leadership development opportunities and programmes should be tailored to fit the shifting needs and contexts of those for whom they are designed. Programmes designed to develop leadership capability for individuals and teams should be logical and coherent and provide continuity for educators in terms of their professional and career development. An appropriate combination of school-based and externally provided developmental opportunities and experiences must be provided. This may mean providing educators not only with leadership development opportunities within the school, but also offering them the chance to work in a range of different contexts, so that they will emerge as leaders with a breadth of expertise and experience. The best leaders develop leadership capacity in themselves as well as in others; their schools become known as “training grounds”, spotting and nurturing talent, developing the next generation of school leaders.
In addition, McEwan (2003:104) identifies five primary ways in which educators can function as leaders in a school. They can train and provide staff development for other educators; coach and mentor other educators; develop and write the curriculum; be decision makers and leaders of school-making teams; and serve as members of teams, committees, task forces or quality circles.
McEwan (2003:105) further states that an important prerequisite to the training and development of educator-leaders in any of these areas, however, must be the encouragement and fostering of a collegial atmosphere in the school. Without collegiality, educator leaders will wither and die. Their efforts will be poorly received. The principal‟s motivation will be suspect and everyone‟s time will be wasted. In order for principals to develop educator leaders, this author suggests that principals do the following: scheduling, planning, or facilitating regular meetings of all types with and among educators to address instructional issues; providing opportunities for, and training in, collaboration, shared decision making, coaching, mentoring, curriculum development and presentations; and providing motivation and resources
82
for educators to engage in professional growth activities. Leaders who develop, reward and recognise those around them, are “simply allowing the human assets with which they work to appreciate in value”.
Bush and Bell (2002:65) argue that in contemporary educational management, the emphasis falls strongly on educators being equipped to meet the challenges of a changing educational environment. How leadership can facilitate educator action learning is a vital part of leadership development. A particularly crucial issue in leadership development is how leadership can be developed for facilitating the paradigm shifts in education towards individualisation that can enable educators to develop in meaningful ways.
It is quite evident from the various sources of literature consulted that, given the complexities of schools, leadership cannot be vested in principals alone. Principals can assert their effectiveness by distributing leadership to a larger set of stakeholders, namely educators. Effective principals will support the construct of educator leadership. Educator leaders promote learning when they lead, and as such, principals should find opportunities for educators to share in the leadership within the school.