7 Collective Leadership
The Collective Leadership Model
Now let us review a second leadership model. The collective leadership model contrasts with the traditional leadership model as it challenges the ideas of traditional leadership. Collective leadership recognizes that people influence each other, influence systems and processes (created and used by people) and examines the social process that is inherent between groups of people. Let us look at how Traditional Leadership compares to Collective Leadership.[1]
| Traditional Leadership | Collective Leadership | |
| View of people in the organization. | Views organizations as mechanisms where people are assigned a part of the work like a part in a machine. | People in organizations are seen as systems rather than individual parts. |
| Structure of Organization. | Organizes the leadership as a pyramid or top-down graphic. | Organizes leadership as a web of connected networks of people without a “top”. |
| Who makes decisions? | Makes decisions from a top-down perspective (the person at the top is the ultimate authority). | Decision making is shared or rotated amongst stakeholders. |
| Assumptions about people’s abilities. | Assumes people need to be told what to do. | Assumes people are inherently capable and can make decisions and/or lead. |
| Beliefs about success. | Believes that the one person (at the top) has the skills and talent to create success for the organization. | Believes that organizational and individual success comes from the perspectives, efforts and skills of diverse stakeholders. |
There are important differences in the ways ‘traditional’ leaders and ‘team-centred’ leaders relate to their teams.[2]
Pause to Reflect
Can you think of a school or business you are aware of that follows this model?
What evidence is there that the organization follows a collective leadership model?
In the setting (business or school) that you are thinking of, is the model successfully implemented?
Are there implementations of the collective model that are not successful?
Can you describe them?
Who has the power in a collective leadership model?
The Model
The collective leadership model in early care and education might look like this:
Director Steve schedules both staff and one-on-one meetings regularly. Staff take turns leading meetings, presenting “Well done!” awards, and bringing forward “Concerns” that are shared from other staff weekly and anonymously. Steve facilitates creative problem solving between staff and in team meetings, though sometimes he has to make an “executive decision” if there isn’t a reasonable solution. Each month a staff member brings an article for shared learning to the building meeting and it is discussed together. Steve leaves classroom planning up to each teaching team. Each year Steve carefully creates the schedule, doing his best to meet the needs of each staff member while honoring the requirements of their jobs. Most of the time it works out pretty well, although sometimes resentments between staff build when schedules don’t seem fair.
Staff Input on Steve’s Leadership:
- Cook Avis states, “I love my job! I am able to use recipes that are healthy and the kids love! Sometimes I try to get out of going to the “community learning meeting” —but I get it, my input is important too. All these meetings do take up time and I’m pretty busy with my family.”
- Lead Teacher Charlotte comments, “I like to do my own planning with my group of children, and I’m good at it – it doesn’t take me very long which irritates the heck out of Teacher Jim in room B – he always complains when I leave early, but hey—Steve approves my plans!”
- Dad Julio claims, “Steve is awesome, he always stops to chat and ask about the new baby. Sometimes the car line gets a bit backed up, but we survive it! We try to stay aware of what Julio JR is studying in his class – we came in and taught the children how to make tortillas last month!”
- Teacher Assistant Cheyenne says, “I am not sure what I am supposed to be doing all the time, and the other assistant does things differently than I was taught, it’s frustrating to not know what to do and Charlotte and Jim don’t always agree on what I should do, so sometimes I just guess. I suppose I should ask someone about it but I’m not sure who.”
Pause to Reflect
What do you perceive might be positive about Steve’s choice of a collective leadership model?
What do you perceive might be negative?
Which Model for Early Care and Education?
You can probably identify places you have worked or are aware of that appear to be in one model or the other. Furthermore, you might see positive and negative in both models.
For our purposes we want to know, “What leadership model is appropriate for early care and education?” Not only what is appropriate, but how can leadership and power be shared and used effectively in our world of early learning if collective leadership is the identified trend that promotes success for children and schools? We also cannot help but wonder if there are times when the traditional leadership model is appropriate! This is a good question to get on the table for consideration.
Another spoiler alert for you, both models present challenges, and everyone sometimes wishes they could exist in the traditional model, and simply tell people what to do, or the collective model so they can influence a decision. Note that the traditional leadership model is deceptive—rarely do people simply do as they are told. Often in traditional leadership the power that is perceived at the top is taken by those at the bottom who might then demand change. Conflicting beliefs cause difficulties that make the workplace at the least frustrating, and at the most seemingly impossible. In the collective leadership model, much time is needed to hear the perspectives of the stakeholders and solve problems collectively. Trust is needed for relationships to be built, and relationships require listening. Often, in a collaboration, everyone gets “a bit” of what they want, but not everything — a reality that can leave everyone unsatisfied. Further, there are times when stakeholders feel that “someone should just make a decision!”
Pause to Reflect
Is it possible that both models sometimes feel right, depending on the role you are in, or wish to be?
Which model reflects your personal values?
Which model reflects your professional values?
Does conflict exist there? Could it?
Might you change your thinking about these models depending on your role? What does this tell you about your needs in the workplace?
As your colleagues working and studying in early care and education, we have noticed some key differences that the collective model of leadership offers that indicate the need for us to pursue implementing it in our workplaces – even when it is challenging.
- First, the model reflects intentionality—a concept we use in all our work with children, and want to use with colleagues. In classrooms we consider all children when we plan curriculum, work with families, and work side-by-side with colleagues. Working with children is a team effort—although we know there are many times when final decisions must be made.
- Second, assisting children, families, and colleagues to learn how to think critically, solve problems, and communicate are central to our work. The collective leadership model offers a process for early care and education leadership that allows all stakeholders to engage meaningfully and share in the creation of success in a learning process. A goal we have for children most certainly!
- Third, collective leadership asks stakeholders to change their thinking about their role, and perhaps themselves. This is not always easy! A goal in collective leadership is for people to be motivated both by the external rewards of the job and their internal feelings of accomplishment. Working together toward a shared vision, everyone uses their varying talents and skills to contribute to the success of the organization. In fact, collective leadership recognizes that sustained success is not possible without the contributions of diverse stakeholders.
- Fourth, one of the beauties of the collective leadership model in early care and education is the flexibility it offers. A complexity of early care and education is the many roles found within, and the multiple relationships between stakeholders. All stakeholders are important, and all are connected. It can be hard to perceive these connections, especially when people are accustomed to (and may only know) traditional leadership models. Often staff in early care and education grow, develop, and are promoted upwards in the leadership structure quickly. When this happens, relationships shift and change, and flexibility is important for navigating these changes.
- Finally, the collective leadership model aligns with the emphasis in early care and education on diversity, equity, and inclusion. It also aligns with our shared vision of “Power to the Profession” (NAEYC) in which the workforce in early care and education is compensated equitably, professionalized, and developed effectively (we all share a passion and desire for helping all children reach their potential.)
Adoption
Why don’t more schools use a Collective Leadership Model? Good question. There are many answers for this one! First, remember what was said earlier about the practice of traditional leadership. In America, the educational system was built and is maintained on the traditional leadership model—created in the industrial age, where traditional leadership was the accepted practice in business and society. The traditional leadership model is still general practice in our public school system.
Further, as you may have experienced, leaders in education are faced with very real shortages of time and money. Lack of resources makes investing in collective leadership a challenge. Finally, an important answer to “Why do not more schools use a collective leadership model?” lies in one of the paradoxes of being human—change is all around us every day, but, in most cases, we do not like change. We struggle to identify and let go of our mental models. What do we mean by mental models? Mental models (held by everyone) are deeply held beliefs about the world around us, sometimes we are not aware we have them! Mental models often shape how we think and behave in our personal and professional lives.
Everybody has some mental models, biases or beliefs about what leaders should or should not do—and sometimes we pick the model that works best for us in the moment, depending on our role as a “boss/leader” or when we are a “worker/follower.”
As you can see, both of the models we have introduced you to present issues a leader is tasked with sorting out. In both models there appear to be satisfied employees and employees with frustrations. It may depend on whose shoes you are wearing!
Pause to Reflect
What are your mental models about leaders?
Mental models, often based on assumptions, are sometimes hard to uncover in ourselves. Earlier you identified leaders and jobs that worked for you, and did not work for you. You identified an organization you feel is led in a traditional model. Look back at your reflections – do you see mental models influencing your thinking?
Imagine yourself in two very different stakeholder roles (perhaps manager and classroom assistant).
Can you imagine how each leadership model might affect the behaviour of the stakeholder?
We learned at the beginning of this section that we are all stakeholders and all leaders in early care and education. We also learned that institutions of education are changing—finding the collective model more effective, productive, and enriching for all of the people it serves.
When we dig more deeply into collective leadership, we notice it is more complicated than at first glance. If everyone is a leader:
- What actions and skills do we learn as leaders, to be active members in a collective leadership?
- What behaviours do we practice, (while still being our authentic selves) which will promote collective leadership effectively?
- Finally, what decisions do we make that will reflect our commitment to collective leadership, regardless of our stakeholder role?
As stated earlier, there is plenty of quality information available about leadership and how to become an effective leader. It takes time and practice to learn, and requires change in ourselves to develop into the leaders we want to become. Change is hard and human beings get frustrated when things change, or they realize that they, themselves need to change.
Consider a few of the many stakeholders in early care and education:
| Families | Teachers | Children | Siblings | Home Visitors | Boards | Directors |
| Coaches | Teaching Assistants | Janitors | Educators | Librarians | Funders | Cooks |
| Policy Makers | Consultants | Administrators | Grandparents | Trainers | Evaluators |
We might think it would be easy for all these stakeholders to eagerly embrace collective leadership, see and feel the equity found within it, and willingly work for change. Remember, the traditional model of leadership has been around a long time, and most people may have experienced only the traditional model, and in truth, as you have considered, there are times when we might prefer the traditional model.
Collective Leadership: A Deeper Look
Let’s dig into the collective leadership model and untangle some of the concepts it presents.
Concept #1: Removing Boundaries and Sharing Decision Making
Concept: To create our vision and move towards that vision we must work together not only in the defining of our vision but in our understanding of how we work together. We must first consciously remove boundaries or barriers that did not allow some stakeholders to lead or work together equitably. We must create conditions for stakeholders to feel motivated and valued as part of the process.
In action: We identify where there is inequity between stakeholders, discuss how to achieve equity and then inspire one another toward shared achievements. We define success and use reflection to analyze the processes we used to get there so we can make improvements moving forward.
Consider this scenario for early care and education:
Scenario – Home care providers Sunny and Talal
Home care providers Sunny and Talal hold parent meetings twice per year. They like to get families together so that they can build relationships over a potluck dinner and learn about what children are studying in the classroom portion of Sunny and Talal’s home.
The home has a large grassy field next to the classroom. The classroom windows look out on the large field. Sunny and Talal have a small fenced play area with a climbing structure with wood chip ground cover and sand box behind their home where children spend outside time.
Mom Mary stands in the classroom looking out the windows. Then she comments to Talal, “Too bad you can’t use that lovely field as an outdoor play area—who owns it?” Talal replies, “Well actually we own it, but we couldn’t afford to purchase the proper fencing when we opened. We had hoped to do that in about five years when we have more equity built in this property.” Dad Jason has wandered over and heard this exchange. He mentions, “You know Talal, my brother in law has a fencing company, and I bet we could get a discount.” Mary adds, “Would you be open to some fundraising?” Talal replies, “Well yes, I guess, but wow, I never considered those options. Why would parents want to invest in our property?” Mary comments, “Let’s bring it up and see what people say.”
When the families all sit down together, Mom Mary tells the families about the conversation. Another Mom comments, “So, how do we fundraise for someone’s home business?” A grandparent, Verlene adds, “I’m not a parent, but it would be a wonderful thing for them to do for the children Sunny and Talal care for each day, and for future children – like a legacy. My husband is a retired contractor, and built many fences. Could we do some of the work ourselves?”
Sunny offers, “You know, maybe we could borrow part of the money required on our home line of credit – that way we are assuming some responsibility as well.” Talal gets a paper and pencil and starts taking notes as the parents and family members start brainstorming.
Concept #2: Relationships and Work/Life Balance
Concept: In collective leadership time is spent understanding the relational processes between people that encourage leadership in a group, and how communication and planning help all stakeholders to understand and navigate professional relationships. An invitation to bring wholeness to the table is part of the process. Stakeholders work to engage and encourage relationships that include a focus on mind, body, and spirit, and they identify the real benefits to the organization when focused attention is placed there. Engaging in work/life balance is an important part of the work, not just an afterthought.
In action: Time and energy is dedicated to communication, building relationships, and learning about each other. Best practice is identified and utilized as stakeholders learn how to navigate decision making together. Stakeholders are engaged in connecting to all parts of themselves and actively supporting the “wholeness” of others and the organization. Success in relationship building and satisfaction in personal growth and self care result in excitement about work and commitment to a larger vision.
Scenario – Teacher Asha
Teacher Asha brings a book about practicing yoga with children to morning circle time. She teaches the children one pose and helps them take some deep breaths. After circle time Teacher Ken rolls his eyes to Teacher Jane and comments, “Kids can’t do yoga, I hope she doesn’t want us to eat bean sprouts next!” Teacher Jane smiles and says, “Now Ken, yoga is really kind of fun, have you ever tried it? I was going to do a yoga class but never signed up—I think this might be fun—come on, have an open mind.” She laughs and gives Teacher Ken a fist bump.
At pick-up time, Molly tells her Aunt Sarah that they did yoga today. Aunt Sarah approaches Teacher Jane and exclaims, “Molly told me about the yoga! I am a yoga teacher, I would love to come and do some yoga with all of you!” Teacher Jane says, “That is wonderful! Let’s pull in Teacher Asha and talk about schedules.” One thing leads to another and Aunt Sarah is visiting the classroom regularly practicing yoga with children.
Director Bill visits the classroom and notices how calm everyone seems as they practice deep breathing. He asks Aunt Sarah if she would like to do some yoga with staff at in-service next month; she says she is happy to do so. The yoga session is such a hit that the teachers ask her if she would be willing to practice with them once a month for the last 20 minutes of their team meeting. During this time Teacher Asha has adopted some additional healthy practices in her personal life and has lost 10 pounds. Teacher Jane asks Asha to share what she is doing as she wants to become more fit as well. Teacher Ken finds himself doing deep breathing at home when he is irritated about something, he smiles to himself thinking, “Now for the bean sprouts, I’ll tell Asha it’s working!”
Concept #3: Connecting Experiences/Collective Knowledge
Concept: The idea that one person holds all the knowledge is refuted with the idea that everyone has something to add that will improve an idea or plan. The whole is greater than the sum of its parts. A collective intelligence exists that is deeper than individual intelligence, and when stakeholders connect with intentionality and deeper inquiry the result is better than what might have been designed previously by only one person.
In action: Time, energy and respect are utilized strategically to create opportunities for stakeholders to share and work together. These activities result in new connections and new learning. These activities are documented and used to lead stakeholders to new ways of doing things or “course correcting” plans and visions.
Scenario – Laboratory School
The laboratory school on the campus has a pre-k classroom. The classroom has a sensory table, and teachers place dry materials and wet materials in the table each week on a rotating basis. One week new teacher’s assistant Jamal places rice in the sensory table. He found the bag of rice in the store room and assumed it was available for use in the classroom.
Cook Chanel pops her head into the morning team meeting – “Did anyone see the large bag of rice? It’s missing.” Jamal says, “I used it for the sensory table—I’m sorry I thought it was a classroom supply.” Lead Teacher Malik comments, “I was taught that it is not ok to place food items in the sensory table— some families may not have enough to eat— it’s really disrespectful to throw away food.”
A discussion ensues:
“I got it on sale, we’ll never use it all anyway.” Cook Chanel
“What if we then use it for compost in the garden?” Teacher Summer
“I’m confused—we used macaroni yesterday to make the Coquille Tribe Indian necklaces.” New Teacher Assistant Jamal
“That is a project in the Coquille unit that student teacher Natalie is teaching—it’s really cool, I think her Grandfather is an elder.” Teacher Malik
“It was old macaroni I brought from home, so it’s ok, no one would want to eat it.” Teacher Summer
“You can eat old macaroni, it won’t hurt you.” Cook Chanel
Director Laurie has stepped into the office, “Hi everyone, sounds like we’ve got some great topics to discuss —first, food in the sensory table is definitely a topic we should talk about—I’d like to hear more from everyone about food and how we can respect our families, and our school community, and what your thoughts and beliefs are about how we use food in our center. Second, I want to talk about the necklace project—some Indian tribes assign special significance to the materials they used to make items to wear or keep —the Hopi Indians assigned meaning to marks and materials in their jewelry. How are we teaching about these items, and let’s talk about how to make sure we are making connections for children and families that are respectful and informed. I am so glad Natalie is interested in teaching about the Coquille Tribe! Let’s pull her into our next team meeting.”
Concept #4: Collaborative Decision Making
Concept: When people are willing to make some leadership decisions together instead of someone imposing decisions on others, better outcomes can result for more stakeholders.
In action: People deliberately create and engage in opportunities for meaningful connections with each other that center on key processes and decisions. As stakeholders build and maintain relationships, collaborative decision making can occur naturally and be sustained. People learn how to make agreements, give and take, and design accountability structures and processes that sustain momentum in important decision making.
Scenario – New Director Abby
New Director Abby sends out an email to all staff that states that she will be doing the new staff schedules this week and sends them out. At the end of the week on Friday the schedule is shared, with a hard copy placed on everyone’s desk. Teacher Dan comments, “Awesome, I got the late shift—perfect.” as he collects his coat to leave. Teacher Yvette slams her desk drawer, “Abby gave me the early shift, she knows I have to drop my son off at school and can’t get here on time. I don’t want him on the bus with the older kids. I’m going to have to talk with her about this.” Teacher Assistant Finn claims, “Well I can’t work over lunch, I have class—so this won’t work.” He throws it in the trash can and leaves. Classroom Assistants Jenny and Piper don’t have anything to add as they leave for the day.
By Monday, staff are stewing internally. Teacher Dan is certain he’ll get bumped to early shift and is feeling resentful, Teacher Yvette is worried about her son, and Assistant Teacher Finn feels like no one cares about his life. Director Abby notices that Monday and Tuesday staff seem a bit disgruntled, and in Wednesday’s team meeting there is a stony silence when she enters the room. Teacher Yvette starts with, “Abby you told us that when we had a concern we should speak up, so I am—the new schedule is not going to work for me.” She crosses her arms, and looks to Finn for support. Teacher Dan looks uncomfortable and states, “Well I like it, and we have an agreement to rotate shifts whenever we can so that everybody gets the shift they want some of the time.” Jenny and Piper exchange glances as if to say, “Here we go! They are going to argue!”
After an uncomfortable pause Director Abby reflects, “Thank you for telling me that you are concerned, Yvette. I meant it when I said I want to be accountable. But, I am the director, and my schedule policy is clearly stated in the employee handbook.” She looks around at the frowning faces in the room, and realizes that she may have a problem on her hands that will be hard to untangle. “I have to admit, there is no way to make everybody happy with the schedule—that’s why I have a policy. I’m going to have to think about this before I make any changes.”
During the following week Abby does not mention the schedule and she feels angry about it. “I’m the boss!” she thinks to herself. Teachers Dan and Yvette avoid each other and Finn feels disconnected. At Wednesday’s team meeting Abby is again greeted with an uncomfortable silence when she enters the room.
Teacher Dan states, “Ok, I know we are all thinking about the schedule. Look, we need to work it out somehow. Abby, you did make an agreement to work with us on issues.” Director Abby says, “I did, and I meant it.” Assistant Finn exclaims, “Well I have to say I feel a bit disrespected. Everyone knows I have class at lunch, and now I’ll have to drop it or quit.” Abby looks surprised, “Finn, I didn’t know that was ongoing—I’m sorry, I don’t want you to quit, you are a really important part of the team.” Classroom Assistant Piper offers, “You know, if Finn and I started early, he could still go to class. I would actually rather start early anyway.” Teacher Yvette says, “That works for Finn but it doesn’t solve my problem, I can’t get here and get my son to school on time.” She stares meaningfully at Teacher Dan who looks at the floor. Director Abby states, “Well ok, how about this—I will come in early so Yvette can start a bit later. That way everyone gets what they want until summer session. Yvette, would you be willing to start early in summer?” Yvette replies, “Sure! I can do that.” Teacher Dan states, “Well I would be willing to change shifts later in the year if it’s necessary, but thanks for letting me have the late shift now.” Abby reflects, “Thanks for bringing this forward, let’s work on more shared decision making together.”
Concept #5: Flexibility and Continuity
Concept: Organizations are complicated, and even seemingly straightforward work is complex. Paying attention to how problems emerge and change, and how people adapt to solutions (intended or unintended) provide opportunities for understanding how the organization is growing, learning, and developing. Avoiding rigid structures, allowing for creativity and spontaneity and then tracking the progress of situations or problems promotes the design of better practices.
In action: Practices can be both planned and spontaneous. Allowing people to generate ideas and try new processes can result in learning that can benefit the organization. Allowing for creativity, and tracking the progress of problem solving will provide an institutional history from which to learn.
Scenario – Team Meeting day
It is a team meeting day for the teachers in the pre-k room. Lead teacher Jeremy reflects, “I wish we could get our assessments completed on time this year. If we could do that we would have all the time we need for our water unit, I hate that it gets cut short every year, the children love it.” Jeremy gives a heavy sigh and frowns down at his clipboard. Teacher Assistant Cooper comments, “Well I admit that I drag my feet on them, it’s my least favorite activity.”
After a short silence, Teacher Assistant Sylvie states, “I’m not sure I understand why we don’t get them done on time each year, Cooper I don’t think it’s because you do them more slowly, it seems like we always run out of time.” She smiles at Cooper.
Director Emma comments, “How can I help? I can see this is bothering you.” Classroom Assistant Pam says, “Well I learned how to do the physical assessments last year. What if we were able to find someone else to do the breaks in the infant toddler room? Then I could spend almost two hours each day doing some of the assessments.” Jeremy exclaims, “That’s right! That’s a great idea Pam – Emma, do you think we could do that?” Emma replies, “I don’t see why not if I get on the phone right now for a substitute – I’m not sure I can guarantee 2 hours a day though.” Cooper smiles and states, “Well I like the water unit too so I can commit to moving faster on mine. Let’s get out the sprinkler this year!” Teacher Jeremy laughs, “Only if you take charge of it!” Director Emma states, “OK, help me make sure I understand what we are saying here, and let’s make some commitments together and individually to get this figured out – great thinking!”
Identifying Skills
When we dig more deeply into collective leadership, we notice it is more complicated than at first glance. The “actions” described above feel slippery – they feel hard to link to actual skills we can learn. Often when we become employed in early care and learning, regardless of our position, we think the expectations of us will be made clear by someone further up the chain of authority—as we know, that doesn’t always happen.
You have reflected on models, stakeholder roles, and leaders. You have probably already realized that the skills and behaviours of leadership are often skills we (and you) already possess. Sometimes they are skills that get rusty and sometimes they are skills we over use.
Good news – you can start where you are, and you have many wise guides with help to offer!
Pause to Reflect
Can you recall a time you used skills or behaviours you possess intuitively, or learned from someone else, to step in and lead?
This might be an event from your professional or personal life.
What were the skills or behaviours you used?
Were you aware you were leading at the time?
Remember the big idea about people not liking change we mentioned earlier? Well, people don’t like it when other people disagree with them either – so another spoiler alert: collective leadership requires an understanding of professional ethics. Have you ever left work thinking to yourself, “That’s it, I’m quitting!” because someone did something you did not like or agree with? If quitting your job would be a bad idea for your grocery budget, say hello to practicing your leadership skills.
Authentically Practising Leadership Skills
At this point, you might be saying “Hey, just provide me with a list of skills and I’ll do them when I get promoted, or get the job I want!”
Spoiler Alert and Big Idea: Leadership skills and behaviours are not by-products of getting a promotion or a job. Leadership skills and behaviours are a choice regardless of your current job.
We know that it is a myth that job skills come only from getting “better jobs”. In fact, the truth is that all of your life experiences provide you with information about leadership skills and behaviours.
You may be thinking, “But which behaviours and skills are effective, and when to use them?” Collective Leadership looks complicated! Let us take a look at some leadership skills and behaviours that are effective and can be practiced in the journey of collective leadership.
Attribution
Leadership: An Introduction to Leadership Skills in Early Childhood Care and Education in Leadership in Early Care and Education by Tammy Marino; Maidie Rosengarden; Sally Gunyon; and Tanya Noland published Open Oregon by under a CC BY-NC-SA license
- O’Neill, Cassandra, Brinkerhoff, Monica (2018). Five Elements of Collective Leadership for Early Childhood Professionals. Redleaf Press and NAEYC: St. Paul: MN, Washington DC. ↵
- Markiewicz, L. & West, M. (2017, July 10). Leadership styles for cross-system working. Affina Organizational Development. https://www.affinaod.com/article/leadership-styles-for-cross-system-working/ ↵
