Distributive leadership is an emerging concept in the professional literature. It’s also an idea that sits very comfortably within the Catholic educational narrative.

I want to appeal to all teachers – not just those in positions of special leadership responsibility – to see themselves as leaders within their own school communities.

There are certainly specific leadership roles and responsibilities within the structure of every school. But one does not have to look far to see many people engaging in other forms of leadership.

One teacher may take the initiative in leading a project or helping a less experienced colleague; another may offer to share with colleagues the insights gained in a recent professional development experience; a group of teachers may be working collaboratively in organising an activity from which the whole school will benefit.

Such initiatives reflect a mindset that shifts the focus from ‘my class’ to ‘our school’.

If it is to be truly productive, distributive leadership should operate out of a shared vision served by common intentions and expectations.

For this reason, it belongs in a reflective school culture where all the dimensions of school life – religious, educational, communal and organisational – are consistently and coherently linked.

We are not talking delegation here, although this is an important strategy. Rather, the focus is on a range of practices – perhaps differing from school to school – which empower people, release skills and enthusiasms, build collegiality, lighten the workload and improve the quality of learning and teaching.

What are some of the ways in which staff contribute their leadership skills (this may be happening informally and outside of normal classroom duties)? What are the positive effects on the school as a whole?