Distributed Leadership Theory & Theory O Change Strategies
using the Luecke Method

Infographic created using Canva by Frawley, 2022.

In 2020, the shift to emergency remote teaching and learning for K-12 education systems revealed impacts that required urgent action. Most noticeable of these impacts were equity-based, such as access to technology and the internet, and the effects on well-being (Camillo et al., 2020). In this context, “online learning can facilitate student-centered learning, but online learning is not inherently student-centered” (Arnett, 2021, p.5). Many factors contribute to these impacts, such as the leadership capacities of administrators, and the rate of adoption in the innovative-diffusion process of 21st-century digital skills by both administrators and teachers (van Laar et al., 2020). For students in K-12 schools, the transition to virtual teaching and learning was akin to a game of cards: it depended on the hand you were dealt.

An external scan of a school-level approach to emergency remote teaching and learning would reveal different experiences for communities depending on the school and location. In the context of diversifying lenses, I sought out experiences from various educators from both private and publicly funded systems, including a teacher-librarian STEM lead in K-8 school, a Grade 5 special education teacher in a K-8 school, a middle school Grade 7&8 Extended-French teacher, and a high school Grade 7-12 Health and Physical Education teacher. This document has been informed by these interviews.

In Distributed Learning Theory, leadership capacity includes accountability, inclusivity of members’ voices, and acknowledging mistakes (Huggins, 2017). Leaders, in this case principals, have the ability to affect change by supporting and informing teachers of best practices and professional development opportunities. Principals, therefore, can provide “clear direction and expectations for implementation” (Norum & Harrison, n.d., 1:34) of board initiatives and ministry policies. In my infographic, I combine Distributed Learning Theory with Theory O change strategies to extend the scope of change management in schools to include organizational capabilities where, “leaders can be seen as change makers who guide the organizations into the desired future state or performance” (Al-Haddad & Kotnour, 2015, p.240). For K-12 schools, Theory O can be implemented to achieve cultural transformation, increase productivity and employee buy-in (Beer & Nohria, 2000). It is through a collaborative approach that a shared vision is created and built-upon.

The successful implementation of digital skills and tools depends on the facilitator. In the case of K-12 schools, teachers facilitate digital learning environments, and their ability and comfort level with the learning platforms and digital tools directly affect student experience and learning outcomes. Interviews with four educators from public to private schools in both the elementary and high school panels, reveal agreement that responsibility of facilitating effective digital learning environments rests on the teacher and administrators. This view reinforces the tenets of Distributed Leadership Theory, where principals foster leadership in teachers (Huggins, 2017). School boards share resources and professional development opportunities for members, but it is incumbent upon the teacher to implement these resources and attend the professional development workshops. The requirement of teachers to implement these resources varies from school to school depending on leadership capacities and how principals enforce accountability.

In the context of rapid change induced by the COVID-19 pandemic, a Grade 5 special education teacher comments on addressing the needs of divergent learners. When students were forced to transition to virtual learning, the change affected the entire learning community. Not only did teachers and students have to adjust, but families had to learn and adjust along with them. While teachers had access to an overwhelming amount of resources – resources that were once costly were licensed for free – they had to put in time to vet, understand, and apply these tools. For example, Read and Write software which was made available prior to the pandemic, has numerous accessibility features for all learners, more so in the absence of face-to-face learning, encompassing the axiom essential for some, good for all (Ontario Ministry of Education, 2013). Yet this key digital tool goes unnoticed if not for collaboration between teachers or guidance by principals. Taking into consideration the rate of adoption in the innovative-diffusion process (Sahin, 2006), early adopters will have little to no difficulty transitioning to a digital learning environment, possibly for the fact that they have already established a learning management system such as Google Classroom, Brightspace, or Edsby, or because they have integrated digital tools to supplement their in-person teaching and learning. For those who fall at late adopters or laggards end of the innovative-diffusion spectrum, a principal’s support is crucial if not necessary in supporting the success of the digital learning environment. For the teacher-librarian technological lead in an elementary school, it is invaluable to have a leader who understands special education, and a rich portfolio in implementing intervention strategies and scaffolding for 21st century digital skills and literacies (van Laar et al., 2020). As Sahin (2006) notes, incentivization is an important means of assuring adoption. In cases where principals do not offer positive reinforcements, interviewees note teacher buy-in is low.

Leucke’s method of change management emphasizes teamwork, where change is seen as “an opportunity and not as a threat, allows it to succeed and sink deeply within the organizational culture” (Al-Haddad & Kotnour, 2015, p.250). This method relies on strong leaders, principals who possess the ability to lead through difficult times, sharing in the management of change, delegating tasks “intentionally developing the leadership capacities of others” (Huggins, 2017, p.2). Distributed Leadership Theory combined with the organizational capacities found in Theory O, modifies the Luecke method to foster schools that have the capacity to create a culture that embraces change and innovation. In the experience of those interviewed, the capacity in which schools adopt change depends directly on the administrators responsible for implementing this change. The assumption that a trickle down effect of ministry policy will affect change is valid as long as those in leadership positions attribute value to policy and support teachers in the process.

References: 

Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: A model for successful change. Journal of Organizational Change Management, 28(2), 234-262. https://doi.org/10.1108/JOCM-11-2013-021

Arnett, T. (2021). Breaking the mold: How a global pandemic unlocks innovation in K–12 instruction. Christensen Institute. https://files.eric.ed.gov/fulltext/ED610663.pdf

Beer, M., & Nohria, N. (2000). Cracking the code of change. Harvard Business Review. Retrieved February 17, 2022, from https://hbr.org/2000/05/cracking-the-code-of-change 

Camillo, C., Shoyama, J., & Longo, J. (2020, September 8). A tectonic shift in the digital divide: It’s now deeper than a technological gap. Johnson Shoyama Graduate School of Public Policy. https://www.schoolofpublicpolicy.sk.ca/research/publications/policy-brief/covid-series-tectonic-shift-in-the-digital-divide.php

Huggins, K. (2017). Developing leadership capacity in others: An examination of high school principals’ personal capacities for fostering leadership. International Journal of Education Policy and Leadership, 12(1). https://doi.org/10.22230/ijepl.2017v12n1a670

Norum, S., & Harrison, M. (n.d.). Interview with Sandra Norum: Introduction and Leadership Focus [Audio Podcast Transcript]. In Voices. LRNT 525 – Leading Change in Digital Learning. https://malat-coursesite.royalroads.ca/lrnt525/files/2022/01/Sandra-Transcript.pdf

Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, kindergarten to grade 12. Government of Ontario. http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2013.pdf

Sahin, I. (2006). Detailed review of Rogers’ diffusion of innovations theory and educational technology-related studies based on Rogers’ theory. The Turkish Online Journal of Educational Technology, 5(2), 14-23. https://files.eric.ed.gov/fulltext/ED501453.pdf

van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2020). Determinants of 21st-century skills and 21st-century digital skills for workers: a systematic literature review. Sage Open, 10(1). https://doi.org/10.1177/2158244019900176