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it needed to empower its teachers Putting Distributed
by developing methods of increased Leadership in Action The culture necessary
leadership opportunities. to share traditional
Through a distributed leadership
The Need for a Distributed framework that embraces the value of leadership roles
Leadership Approach teacher-leaders, our district has worked and to empower
to solidify a fundamental collaborative
Knowing that the impact of school focus on student learning. Teacher- teacher-leaders must
leadership on students’ academic leaders contribute to the success of be established and
success is second only to teaching activities across various categories
(Wallace Foundation, 2004), it became in the school and district. Curriculum fostered by principals
clear that systemic leadership shifts work, coordination and management and supervisors.
were necessary to make improve- of school operations, professional
ments in our district. Many principals learning opportunities, and nurturing and professional growth initiatives.
and supervisors will likely agree that positive relationships within the school This committee, which encompasses
leadership can take various forms community are all mutually supported the teacher leaders of each depart-
and can be found distributed through- and enhanced through a distributed ment, allows a multi-faceted approach
out any given school environment. leadership perspective. to making school-level decisions.
However, the concept of distributed Principals are able to solicit input and
leadership is often used to describe Teacher-leaders regularly model empower staff to serve as an intricate
any shared, collaborative, or extended and encourage professional growth part of the oversight of school opera-
leadership practice. Notable researcher through both scheduled professional tions. Furthermore, developing leader-
in the concept of distributed leadership, development sessions and daily ship beyond traditional positions offers
James Spillane, argued that distrib- learning that occurs through informal additional collective efforts to increase
uted leadership is first and foremost communication and weekly PLC dis- student achievement. The sharing of
about leadership practice. Rather than cussions. Using the Connected Action power among principals and teachers
traditional leader roles and structure, Roadmap (CAR), the teacher-leaders is seen as essential to the success of
a genuine distributed perspective have developed a culture among the site-based management and shared
extends beyond positions to interac- members of their PLCs as they have decision-making strategies. Schools
tions throughout the school community, and continue to facilitate conversa- that are successfully restructuring
“not just the actions of heroes” (Spill- tions directly aligned to matters that seem to be typified by high levels of
ane, 2006, p. 4). Through a purposeful impact the education of their students. administrator-teacher collaboration in
system focused on the actions and True, purposeful connections to stu- leadership, particularly when principals
interactions of many, multiple leaders dent achievement are at the forefront take the initiative in taking the steps
of various positions and professional of PLC meetings. The teacher-leaders needed for success (Lucas & Valentine,
titles share activities and responsibili- help guide their peers in a continuous 2002). The SLC supports the notion
ties throughout the school community development of their curriculum, devel- that the principal’s job is no longer sim-
at any given time. op and analyze student assessments, ply managerial, rather, principals should
and maintain organizational structures
At its roots, distributed leadership within their department. Kennedy et focus on building teams that include all
implies a fundamental shift in the way al. (2011) are proponents of the use of stakeholders within their schools.
formal leaders view their leadership distributed leadership as a method for The District Leadership Committee
roles and responsibilities when interact- teachers to work collaboratively and (DLC), comprised of SLC teacher-
ing with others. The culture necessary to participate in the inner workings of leaders and administrators from each
to share traditional leadership roles and their schools. The use of distributed school, meets monthly to contribute
to empower teacher-leaders must be leadership to cultivate PLCs includes to district-led decision-making. Every
established and fostered by principals using the teachers’ knowledge to de- population of teachers (e.g., special
and supervisors. Democratic practices, velop a lateral decision making model education, basic skills, related arts, etc.)
shared governance, time for collabora- and using dialogue and inquiry to build has a voice at the DLC table. Teacher-
tion, and opportunities to contribute to a positive school culture. leaders play a critical role in analyzing
larger efforts are all structural factors teacher and student data in order to
that allow for teacher-leaders to emerge Principals are able to provide leader- drive decisions for professional learning,
(Danielson, 2006). Hierarchies can then ship by building and maintaining a curriculum, assessments, district opera-
become flattened as individuals through- vision, direction, and focus for student tions, staff surveys, and initiatives. The
out the district contribute to larger orga- learning while prompting an atmo- DLC is also instrumental in streamlining
nizational efforts. Distributed leadership sphere of participation, responsibility, communication throughout the district.
is not “done” by principals and supervi- and ownership. The establishment The flow of communication is open and
sors “to” others. It is fostered through the of a School Leadership Committee ongoing from PLCs to the SLC to the
interactions and relationships occurring (SLC) has enabled teachers to collec- DLC and vice versa. Clear communi-
among individuals throughout the school tively make decisions regarding school cation through this DLC↔SLC↔PLC
community on a daily basis. operations, instructional elements,

Educational Viewpoints -33- Spring 2018