Meeting the challenge of transforming any school or learning organisation from good to great requires a special kind of leadership.

Rather than relying solely on the personal competence and appeal of the designated leader, it reflects a wider leadership which permeates the whole school or organisation.

Jim Collins provides his own slant on this concept by naming different levels of leadership.  Within a good organisation (in our case, school), highly capable professionals contribute to the team; competent managers effectively organise both people and resources; and practical leaders inspire others to pursue a clear and compelling vision.  All share in the leadership profile, but in different ways.  They are all part of a diffuse power system.

'Great' schools, however, go further in having what Collins calls 'Level 5 leaders' who have the capacity to build enduring greatness through a blend of humility and professional will.  These leaders are characterised by openness and honesty.  They are committed to high standards, rather than personal charisma, as the main vehicle for reaching the desired goals.  They are able to focus and direct the diffuse power system.

This can only work when individuals rise above their personal agenda.  In a great school, the work is the work of the team.  The agenda is not seen as mine but as ours.

When all the theory has been studied and digested, this is the only way of getting things done within a diffuse power system.