Make comments to this article in a professional master students insight, and include the advantages and disadvantages of this writing :The Pros and Cons of Current leadership style – Hierarchical leadership

Based on the provided scenario, Bob was performing hierarchical leadership. According to Komives et al. (2013), hierarchical leadership is positional and involves one person at the top being in charge of the group's or organization's choices and activities. In this leadership style, authority is imparted from the top down (Komives et al., 2013). Bob was in charge of the school and had the vision of providing quality education for all students, including the gifted students, and initiated and provided direction to improve the teaching practice. 

The benefit of this leadership style is that Bob can make decisions and set the direction quickly. However, there are several disadvantages to this leadership style. First, although Bob discussed with the students and teachers, he did not know how to achieve the goal that he set. This may be due to his lack of front-line interaction with the current students and not knowing the real-life difficulties in the classroom. He may not familiar with the student. Besides, teachers may not be interested or fully support the innovation. Teachers are the ones who implement the changes in the classroom. Without their support and understanding, or if they do not see the need, it is difficult to make improvements. Moreover, the scale of the school is too big. It is difficult to lead a school-wide innovation while managing other routine tasks that a school principal has to complete. 

Changes to be made – Distributed leadership

I suggest the school employing distributed leadership. The term "distributed leadership" is used by Woods, P. A. (2016) to describe a style of leadership where multiple authorities are constructed via interactions with others. In a distributed leadership model, authority and power are shared, while individuals are given the freedom to decide for themselves and take initiative in their own fields of competence. 

I.Engage more stakeholders in decision making and current practice evaluation
Hold a brainstorming session with student representatives (including gifted and mainstream student), teachers, parents, social workers to produce a myriad of creative solutions. Different stakeholders have different professions. Parents understand the needs of their children and students can share their opinion from their perspectives. Different and innovative ideas without expressing judgement should be encouraged. Collaborative discussions on current and future practice can lead to a pedagogy that better satisfies the needs of students and ensure the lesson plans and instructions are tailored to students. 

II.Let the supporting teachers to take the lead 
Not all teachers support making changes to their pedagogy. Let the teacher who sees needs in their class have the power and make changes to their pedagogy in the first stage. The school provides the required resources, power and freedom for them to adjust their class. 

Teachers who tried new pedagogy can share with other teachers about their experience of supporting gifted students’ learning and participation in class to motivate other teachers. Since they are colleagues and share similar situations in class and there is actual evidence to persuade them, it may inspire the unsupportive teacher to make changes to achieve a common goal and belief. 

III.Continual Evaluation
Evaluate the effectiveness by interviews, reviewing the academic results and classroom behaviour on a regular basis. Review the progress and performance from time to time for future improvement.