Blazing New Trails - Connexions

52 CRITICAL ISSUES IN SHARED LEADERSHIP
(Lindahl, 2006). Cultural norms among teachers such as the privacy, egalitarianism, civility,
and not taking time away from the classroom permeate schools (Murphy et al., 2009). Faculty
are tightly bound to these shared values, rather than being open to inspection by their peers
and modification of their teaching practices (Printy, 2008). Similarly, professional learning
communities require vast changes for most school leaders (Muijs & Harris, 2007; Sparks,
2005). They, too, may resist these changes strongly.
Consequently, professional learning communities are often perceived by teachers and
administrators as “unlike real schools” (Giles & Hargreaves, 2006, p. 125; see also,
MacBeath, 2009, p. 41). As with many large-scale organizational changes, attempts to
establish communities often follow the predictable pattern of creativity and experimentation
leading to overreaching and entropy, followed by a lack of institutionalization and decline
(Giles & Hargreaves). Finally, as noted by Landeau, VanDorn, and Freely (2009),
professional learning communities often fail simply because the more people who are
involved in decisions, the harder it is to reach consensus.
Among the barriers encountered in the process of establishing professional learning
communities is the lack of clarity among teachers and principals concerning their new roles
(Murphy, 2005; York-Barr & Duke, 2004). How should shared leadership manifest itself in
that particular school? This question is part of the overall lack of clarity in the values, beliefs,
and expectations teachers have regarding professional learning communities in general (Muijs
& Harris, 2007; Murphy, 2005; Sparks, 2005; York-Barr & Duke, 2004). It can lead to, or at
least expose, conflicts and a lack of trust among all involved (Grubb & Flessa, 2009; Muijs &
Harris, 2003, 2007). Part of these conflicts and of this lack of trust is attributable to the lack of
communication structures and communication experience among teachers and principals
(York-Barr & Duke, 2004). In part, lack of clarity may also arise simply because some
teachers lack the self-confidence to lead (Muijs & Harris, 2003, 2007).
Timperley (2009) noted that teacher leaders do not automatically command respect,
especially because they lack formal authority. Also, teacher leaders may be nominated by
their colleagues for factors not related to their expertise. Leithwood, Mascall, Strauss, Sacks,
Memon, and Yashkina’s 2009 study found that these factors were most often personal
qualities (e.g., openness, care, and extraversion), commitment to the initiative, and
interpersonal skills (p. 245).
However, there are also inherent structural barriers to establishing professional
learning communities. Prime among these is an inadequate amount of time during the school
day for teachers to collaborate, lead, and learn (Muijs & Harris, 2003; Park & Datnow, 2009;
York-Barr & Duke, 2004). Professional learning communities require continuous professional
development (Muijs & Harris, 2003, 2007; Murphy, 2005). They also require resources and
support systems that districts are hesitant, or unable, to provide (Grubb & Flessa, 2009;
Murphy, 2005). Among these are incentives and recognition for teachers (Murphy, 2005;
York-Barr & Duke, 2004). Combined, these obstacles are daunting, if not virtually
insurmountable.
Grubb and Flessa (2009) noted the key role that district support for distributed or
shared leadership can play in allowing the school to move away from the traditional
hierarchical model of leadership. They also noted the need for great stability at the district and
school levels, as a change of this magnitude would require considerable time for teachers,
administrators, parents, and students to adjust (see also, Mayrowetz et al., 2009, p. 190).
People naturally resist change (Black & Gregersen, 2008; Evans, 2001; Fullan, with
Stiegelbauer, 1991; Hall & Hord, 2001; Rogers, 2003); yet, unless individuals change, there is
no lasting organizational change (Black & Gregersen, 2008). However, as the North Central