Leadership theory

emergent leadership, when a teacher is beginning to take on management and leadership responsibilities and perhaps forms an aspiration to become a headteacher

established leadership, comprising assistant and deputy heads who are experienced leaders but who do not intend to pursue headship

entry to headship, including a teacher's preparation for and induction into the senior post in a school

advanced leadership, the stage at which school leaders mature in their role, look to widen their experience, to refresh themselves and to update their skills

consultant leadership, when an able and experienced leader is ready to put something back into the profession by taking on training, mentoring, inspection or other responsibilities

The focus on, and research into, leadership at different organisational levels and career stages is refreshing when contrasted to the majority of competency/quality frameworks which tend to be based on research with senior managers only (e.g. NHS Leadership Qualities Framework). The model therefore, reflects a contingency approach, but without being prescriptive, and seeks to develop a “leadership culture” rather than just a finite number of “leaders”.

Web link: http://www.ncsl.org.uk/index.cfm?pageid=ldf

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