ERIC Number: ED391259
Record Type: RIE
Publication Date: 1996
Educating Democracy: The Role of Systemic Leadership.
Crow, Gary M.; Slater, Robert O.
This monograph explores the notion of viewing leadership as a single, interconnecting system at work in the internal and external school environment, rather than as a collection of individual roles. The document explores what the new leadership paradigm--a decentralized, collaborative model--means to schools. Leadership is viewed as an interrelated system joined at all levels, with common purpose and exercised according to organizational and community culture. Section 1 considers the idea that, if educators had understood that the restructuring movement were a democratic experiment, the results might have been far different. The section weighs the value of continuing the restructuring experiment and recommends a new role for school leaders to understand their role to help the experiment succeed. Section 2 explores the school leader's role in striking several balances central to a democracy, and section 3 offers some practical suggestions for exercising democratic leadership at the classroom, school, and community levels. Systemic leadership assumes that this conflict can be resolved through proactive interventions that have the following goals: to articulate school purpose; to strike balances between forces inherent in democratic schools; and to socialize students and adults for democracy. A conclusion is that when leadership becomes systemic, it will fulfill its role of helping people to grow individually and collectively. It will be educating democracy. (Contains 12 references.) (LMI)
Descriptors: Administrator Responsibility, Administrator Role, Democracy, Democratic Values, Educational Cooperation, Elementary Secondary Education, Leadership, Leadership Styles, Organizational Climate, School Community Relationship, School Restructuring, Systems Approach
National Policy Board for Educational Administration, 4400 University Drive, Fairfax, VA 22030-4444 ($8).
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: National Policy Board for Educational Administration, Fairfax, VA.
Grant or Contract Numbers: N/A