Leadership density in Colorado school districts

The purpose of this study is to examine the use of leadership density in Colorado school districts to achieve organizational goals. Leadership density is when many different people outside of the normal leadership are given the opportunity to lead. Research questions addressed are: (1) Do Colorado school districts have a clear mission and vision? (2) How is leadership shared? (3) Are their evaluation designs in place to measure outcomes of decisions made at all levels? (4) How much attention is placed on leaders' improving the curriculum and delivery of instruction?; Research methodology included telephone interviews and document analysis. Data were collected by recording and transcribing interviews. The data were then analyzed following qualitative research techniques.; This study used Murphy and Hallinger's (1988) research of effective school districts and Sergiovani's (1990) nine different dimensions of effective leadership. Findings support the use of Sergiovani's nine dimensions of leadership.; Conclusions of the study are: (1) The districts studied delineate a clear mission statement and a vision for the direction of the district. (2) District goals are established at the district level by professional and community input. These goals filter down to the building level and weave into site-specific goals. (3) Leadership roles, for different decision making issues, vary from individual to individual. Community members are allowed to lead out at times. The key is that the individual who is leading at the time has the expertise to provide direction. (4) Skills that are used by the leadership include being a good communicator, being a good listener, and being collegial and caring. (5) Communication is established with all the different community and school groups within the school district whenever a new curricular item is adopted. Procedures are established and used to inservice all interested groups of individuals. Evaluation procedures are used to monitor individual and group progress towards the established goals. Communication to the community is somewhat unclear about the evaluation procedure for individual employees of the district. (6) The leadership in the districts studied provide for an atmosphere of security in which staff members could embrace and support district goals. Wide involvement with community members allows for buy-in to the district goals.