Adults Advising Youth: Leading While Getting Out of the Way

Abstract

Drawing on 3 years of qualitative data, this article broadens the concept of distributed leadership to include “student voice” in school decision making. Specifically, the article focuses on how adults can foster youth participation and leadership in school reform efforts. In this research, adults needed to work in partnership with youth conscientiously and continuously to develop patterns of interaction that aligned with the values of equitable relations. When adults did not strike a balance between support and letting go, the youth and adults often fell back into traditional teacher-student roles. The article identifies ways in which adults helped youth to move from the periphery to the core of group interactions, especially through a collective focus on developing shared norms, language, and skills.

A Review of Empirical Research on Distributed Leadership at Schools

“…Along with tolerance, patience and recognizing strengths and weaknesses (Muijs, 2007), especially mutual trust and open communication were recognized as the most salient emergent themes within the schools' social contexts. Findings also point out that distribution of leadership at schools seem to be a process of interaction and leadership functions are distributed through social interactions among administrators, teachers and students instead of sheer administrative action (Abrahamsen et al, 2015;Lee et al, 2012;Melville et al, 2014;Mitra, 2005;Spillane & Zuberi, 2009;Spovitz et al, 2010;Vennobo & Ottosen, 2011). Besides, the role and monitor of the formal leaders were explored to influence and direct the distribution of leadership practices throughout many empirical studies (Hulpia et al, 2009;Leithwood et al, 2007;Mascall et al, 2008).…”

“…Okullardaki liderliğin paylaşım biçimine dair ampirik araştırmalardan elde edilen bulguların analizi ilk olarak okullardaki paylaşılan liderliğin bir etkileme (action) sürecinden ziyade bir etkileşim (interaction) süreci olduğuna işaret etmektedir (Abrahamsen vd., 2015;Hallinger ve Lee, 2012;Lee vd., 2012;Melville vd., 2014;Mitra, 2005;Spillane ve Zuberi, 2009;Spovitz vd., 2010;Vennobo ve Ottosen, 2011). Araştırmaların verileri okullardaki liderlik faaliyetlerinin öğretmenlerin, öğrencilerin ve yöneticiler arasındaki formal veya informal etkileşim yoluyla yürütüldüğünü ortaya koymaktadır.…”

“…Buna göre, planlı işbirliğinin örgütsel üretkenliğe kısa ve uzun vadede katkı sağlaması daha yüksek ihtimaldir. Gronn'un ileri sürdüğü (2002) liderliğin planlı ve önceden tasarlanarak paylaşım şeklinin taşıdığı özellikler bu çalışmanın kapsamında incelenen ampirik araştırmalarda da kendini göstermiştir: Karar almak için etkileşim ve diyalog (Abrahamsen vd., 2015;Lee vd., 2012;Hallinger ve Lee, 2012;Melville vd., 2014;Mitra, 2005;Spillane ve Zuberi, 2009;Spovitz vd., 2010;Vennobo ve Ottosen, 2011), çalışanlar arasında karşılıklı güven (Barnett ve McCormick, 2012;Bush ve Glover, 2012;Gurr vd., 2007;Mayrowetz vd., 2007;Park ve Datnow, 2009;Salfi, 2011;Supovitz vd., 2010), birlikte geliştirilen ve paylaşılan orta vizyona bağlılık (Arrowsmith, 2007;Barnett ve McCormick 2012;Bezzina, 2008;Bush ve Glover, 2012;Gurr vd., 2005;Hulpia vd., 2009;Salfi, 2011), rekabetten ziyade üretkenliği artıran işbirliği (Chang, 2011;Leithwood vd., 2007;Leithwood ve Mascall, 2008).…”

Working the Crevices: Granting Students Authority in Authoritarian Schools

“…to the school as a whole" (601). Mitra (2005) describes a staff-initiated and grant-funded reform effort in a California high school characterized by adults and students committed to "joint enterprise, mutual engagement, and shared repertoire" (522). Lacking such ideal contexts, teachers may nonetheless succeed in persuading administrators to cooperate in authority distribution efforts given its promise.…”

Deriving Theories of Change from Successful Community Development Partnerships for Youths: Implications for School Improvement

“…These special partnerships have a counterpart in schools-youth-led school improvement (Mitra 2003). In both schools and communities, adult roles, responsibilities, and relationships with youths are recast, especially as adults "get out of the way" and empower youths as leaders (Camino 2000;Mitra 2005Mitra , 2006. This kind of leadership fosters opportunities for the development of initiative (Larson 2000), and it also is a driver for youth engagement-cognitive, behavioral, and affective (Fredricks et al 2004).…”