A three-stage action research case-study led by academic college staff in an Arab senior high school in Israel investigated teachers’ and students' perceptions concerning the extent and quality of their participation in school processes and practices. Initial findings from this investigation were discussed with staff and students who developed theory together, suggesting ways to improve the practice of distributed education leadership with social commitment, through the intervention, as part of the school culture and its active practices on the one hand and to enhance relations with the outside community on the other hand (Lumby, 2008; Ruddock & Flutter, 2000; Oreg & Barzson, 2013). Suggestions of staff and students were implemented. The development of greater teacher commitment improved teachers’ sense of satisfaction and involvement in school activities (Jacobson, 2011). Senior staff indicated that in contrast to a top-down imposed change they had bonded with this grass-roots change. Additionally there was a positive improvement in students’ attitudes towards participation in school processes and practices after the intervention. A foundation of cooperation and trust was formed with the academy leading the research (Townsend, 2013; Taysum, 2013). The action research also established procedures of cooperation between the different levels of leadership and teachers and provided an active laboratory for students in which they acquired participatory skills that are important for their future integration in civilian, social and economic life and can allow them to move from their marginal position in Israeli society.

Jacobson, S. (2011). Leadership effects on student achievement and sustained school success. International Journal of Educational Management, 25(1), 33-44. Lumby, J. (2008, September). International perspectives in developing educational leaders. A paper presented at Annual Meeting of the Commonwealth Council for Educational Administration and Management, International Convention Centre, Durban, South Africa. Oreg, S. and Barzon, I. (2013). Pedagogic leadership in Israel – Evaluation and prediction of student achievements. Jerusalem: Avney Rosha Institute. [Hebrew} Taysum, A. (2013) International boundary crossing study of teachers’ and students’ participation in institutional processes and practices: A pilot study of an English case. Unpublished to be presented at ECER Conference September 2013, Istanbul. Townsend, A. (2013a). A tension between representation and participation in leading change. Paper Presented at BELMAS Annual Conference, Edinburgh, 13-15, July.