Book Review

Book Review
EDLD 5371
Dr. Nicks
Robert Wilson

I read the book, Building Leadership Capacities in Schools, by Linda Lambert. The book was more of a guideline in establishing leadership capacity than a book about it. The book is only seven chapters long. Three of the chapters deal with specific cases of three schools with different levels of leadership capacity, and a final chapter presented in a question and answer format. Only three chapters deal with leadership capacity and how to build it in your school. The book focuses mainly on the campus level.
The author begins by defining leadership capacity as the broad-based, skillful involvement in the work of leadership. Lambert describes leadership as a process involving the whole community. All stakeholders are involved in developing leadership capacity because the ultimate goal is to continue the momentum of change, of success, of improvement, or implementing the goals of the district. If a district loses a key person involved in the process the rest of the school community should be able to carry on the process of achieving district goals and objectives, while involving any replacement personnel in the shared vision.
Lambert next discusses connecting capacity building with leadership. She first describes capacity building in various ways, all of which point to the school community working together to achieve school goals. The way to achieve this is through broad-based, skillful participation. Broad-based refers to the participation of all stakeholders, including administrators, teachers, students, parents, community members, and university staff – everyone involved in the school community. Skillful refers to each participant’s knowledge of leadership and the individual skills brought to the group. Another concept discussed is the use of data based, inquiry based use of information. The decision process is slow. The first thing that needs to be done is collectively deciding which issues need to be addressed. Then find solutions to those issues with research, discussion, and collaboration. It is also important to have a communication system in place.
Lambert next describes three schools at different levels of leadership capacity. She starts with an elementary school with a low level of leadership capacity. The problem is a new principal who is striving for improvement but does not have the support of the staff or the community, all of which are accustomed to a routine education. The principal leaves a few years later, leaving the school in worse shape than when he arrived. There was no buy in. The next school was a middle school where the principal had helped to develop moderate leadership capacity. The school was the envy of the district. The problems occurred when the principal and a few key teachers left. There were not enough strong leaders to keep the momentum going. Without the leadership the school reverted to mediocrity. The last school was a high school with high leadership capacity. It started with a strong principal requiring participation. Eventually, the staff took up the reins and started asking the questions, seeking solutions, and getting training on their own. This led to success in student achievement.
The author next discusses how to build leadership capacity. The principal needs to assess the staff and school for leadership capacity and hire those who have leadership qualities. Participants have to get to know each other and build trusting environments. The school needs to develop an inquiry based culture and organize the school community for leadership work. It takes everyone.
The author provides leadership capacity surveys for the staff and for the school. There is also a rubric for teacher leadership as well as personnel practices and policies section. There are also several descriptions and guidelines in the book to help implement leadership capacity. As I wrote earlier, the book is more of a manual on building leadership capacity in your school.