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Democratic leadership suggests that leadership can include people rather than treating them simply as followers of a leader. Understanding what this means conceptually, and its implications for practice in schools and other educational settings, raises complex and challenging issues. The concept of democracy has a variety of meanings. The concept of leadership itself is much debated, with increasing attention being given to the idea that in practice it is a distributed and emergent phenomenon involving not only senior leaders but also numerous others who contribute to leadership through everyday interactions. A narrow, minimalist idea of democratic leadership sees it as a style of leadership that a principal or headteacher might adopt so that others, such as staff and students, feel consulted and included. This has limited potential for transforming education. A broader conception, with greater relevance to education, sees democratic leadership as having a much richer and more ambitious focus. A rich perspective of democratic leadership not only promotes power sharing and transforming dialogue that enhances understanding (rather than entrenching people’s existing views and self-interests) but also cultivates holistic learning as rounded, ethical “citizens” of the organization and relational well-being through a community that fosters both belonging and individuality. Democratic leadership that is rich in this way encourages a sense of agency across the school and addresses power differences so the practice of democratic leadership becomes a shared, collaborative process in which all as co-leaders contribute proactively to innovation and the life of the school. It also recognizes the importance of the structural context from which leadership as a complex, distributed phenomenon emerges. Democratic leadership grows from and is expressed through enabling structures, such as a culture that explicitly shows that inclusive participation is valued and institutional spaces and resources that provide opportunities for power sharing, transforming dialogue and the growth of holistic learning and relational well-being. Both (enabling) structures and (participative and empowering) agency are essential features of democratic leadership.

Effective community school leaders build strong, reciprocal, and sustainable partnerships to support student growth, as well as to strengthen families and communities. Developing authentic alliances among teachers, parents, and community stakeholders creates a climate of trust and positive relationships that strengthens democratic schools. Community schools are an effective way to support families and students, as well as to mobilize the support needed to engage the community in developing effective partnerships. Yet in particular, it is community school leaders who cross traditional role boundaries and build cross-cultural fluency while balancing managerial concerns, navigating politics, dealing with external accountability pressures, and fostering shared accountability. They are the people who make community schools successful, and in turn, their leadership promotes positive growth in areas not traditionally perceived as falling in the domains of education. When school leaders engage in community-organizing strategies to enhance the quality of life in neighborhoods, as well as to empower parents to take active roles in the education of their children, they inspire positive holistic changes within their schools and communities. Successful leaders make this look easy, yet the interplay of a leader’s knowledge base, skill set, and disposition is complex. A developmental model based on knowledge, skills, and dispositions that cultivate reciprocal sustainable partnerships is presented within the context of national leadership and community school standards.