Distributed leadership allows teachers to share their expertise and create a collective responsibility for improving student learning — and teaches district leaders the value of inviting teachers into leadership.
Get full access to this article
View all access options for this article.
References
1.
GarmstonRobert, and WellmanBruce. The Adaptive School: A Sourcebook for Developing Collaborative Groups, 2nd ed.Norwood, Mass.: Christopher-Gordon, 2009.
2.
GronnPeter. “Distributed Leadership as a Unit of Analysis.”The Leadership Quarterly13, no. 4 (2002): 423–451.
3.
GronnPeter. “The Future of Distributed Leadership.”Journal of Educational Administration46, no. 2 (2008): 141–158.
4.
LiebermanAnn, and MillerLynne. “Teacher Development in Professional Practice Schools.”Teachers College Record92, no. 1 (1990): 105–122.
5.
NelsonTamara H.DeuelAngieSlavitDavid, and KennedyAnne. “Leading Deep Conversations in Collaborative Inquiry Groups.”The Clearing House: A Journal of Educational Strategies, Issues, and Ideas83, no. 5 (2010).
6.
SpillaneJames P.HalversonRichard, and DiamondJohn B.. “Towards a Theory of Leadership Practice: A Distributed Perspective.”Journal of Curriculum Studies36, no. 1 (2004): 3–34.
7.
TalbertJoan. “Professional Learning Communities at the Crossroads: How Systems Hinder or Engender Change.” In Second International Handbook of Educational Change, ed. FullanMichaelHargreavesAndy, and LiebermanAnn. Dordrecht, The Netherlands: Springer Press, in press.
