Thus, the skills and knowledge that matter are those which contribute to creating classrooms, schools, and districts where there are clear expectations about performance.
Collective learning needs an environment in which learning is the normal activity. The current structure of public education encourages isolated and individualistic learning. Distributed leadership needs to create an environment that views learning as a collective good. Individuals should expect to have colleagues look critically at their personal ideas and practices; and groups should expect the same thing from individuals. Privacy of practice produces isolation, and isolation is the enemy of improvement.
If learning is their central responsibility, leaders must model the learning they expect others to engage in. They should also expect to have their own practice subjected to the same scrutiny that they turn on others.
4. PEOPLE COOPERATE WITH ONE ANOTHER IN ACHIEVING THEIR GOALS WHEN THEY RECOGNIZE OTHER PEOPLE'S EXPERTISE
Large-scale improvement requires a relatively complex kind of cooperation among people in diverse roles. The key to creating this cooperation is understanding that learning grows out of differences in expertise. If collective learning is the goal, my authority to command you to do something doesn’t mean much if I don’t have the knowledge and skill which, when joined with yours, make us both more effective.
A boss can command whatever she likes. A leader gets her authority from making sure that people have a chance to learn to do what she asks.