Characteristics of Middle Leading

In the last three posts middle leading has been discussed from different angles. We think it might now be the time to start discussing some definitions of middle leading. In our understanding middle leading is not leadership as it has been commonly understood, nor can it be defined in the same way as ‘principal’ leadership. In an earlier article (Grootenboer, Edwards-Groves and Rönnerman, 2014) we tried to come up with a definition of middle leading from where it takes place – position, the way it is conducted – philosophy, and where it is conducted – in practice. This is how we conceptualise the role of middle leading:

1.      Positionally – middle leaders are structurally and relationally situated ‘between’ the school senior management and the teaching staff. They are not in a peculiar space of their own, but rather than are practicing members of both groups.

2.      Philosophically – middle leaders practice their leading from the centre or alongside their peers. In this sense they are not the ‘heroic crusader’ leading from the front, but rather alongside and in collaboration with their colleagues.

3.      Practically – middle leading is a practice and is understood and developed as a practice. To this end, the focus is on the sayings, doings, and relatings of leading rather than the characteristics and qualities of middle leadership. (Grootenboer, Edwards-Groves and Rönnerman, 2014, p. 17)

In the next coming posts we will elaborate on each of these characteristics we found in our empirical work. We are also happy to receive your opinions on this way to conceptualise middle leading.

Grootenboer, P., Edwards-Groves, & Rönnerman, K. (2014). Leading practice development: Voices from the middle. Professional Development in Education, 41(3), 508-526.