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Spillane et al. (2004) detailed a conceptual framework for distributed leadership in schools made up of four basic ideas: (1) leadership tasks/functions, (2) putting leadership tasks into action, (3) social distribution, and (4) situational distribution. These ideas are divided into two major themes. Macro tasks are built around more complex issues involving leadership such as: shared vision, collaborative culture, professional growth and development, formative and summative evaluations, and school climate (Spillane et al., 2004).Micro tasks are much smaller but are still associated with the aforementioned macro tasks.

Gronn (2000) and Elmore (2000), both, have their own ideas concerning distributed leadership as well as their own conceptual frameworks. Elmore (2000) described distributed leadership in standard terms as he referred to it as taking individuals within a group with certain expertise and giving them a task related to their strength. His conceptual framework is made up of five major principles which are: (1) Leadership is responsible for instructional improvement, (2) Continuous learning is key to instruction, (3) Modeling, (4) Roles and activities of leadership flow from expertise required for improvements in learning, and (5) Accountability and building capacity are important (Elmore, 2000). Elmore (2000) goes on to identify five specific categories for leadership roles within an organization. They are: (1) policy, (2) professional, (3) system, (4) school, and (5) practice (Elmore, 2000). Gronn (2000) defines distributed leadership through the idea of the “activity theory” (p.334). He used this because of what he described as its importance in explaining human behaviors (Gronn, 2000). Gronn (2000) described six parts that make up his theory of distributed leadership. Those include: (1) rules, (2) subject, (3) instrument, (4) object, (5) division of labor, and (6) community (Gronn, 2000). Gronn’s work concluded that leadership is essential, but it must find ways to meet the ever changing needs of the organization.

Research has shown that achievement levels of students have a higher percentage of improvement when distributed leadership is used within the school organization (Silns and Munford, 2002). In order for distributed leadership to become an important part of the school culture, in most cases, there must be significant organizational change that has taken place. Collaboration must be imbedded within the organizational structure and valued by its members (Leithwood et al., 2006). Collaboration is a key component of a learning organization. Leithwood et.al (1998) stated that the learning organization in schools concept gained traction in education circles as a result of the increased accountabilities placed on schools to perform to higher degrees of achievement.

As the push for learning organizations in schools began to build, there became a need for increased opportunities for collaboration. Little (1990) said that collaboration among colleagues was essential for producing positive attributes associated with distributive leadership which can be attributed to the development of stronger working relations. According to Rosenholtz (1989) strong, positive working relationships and strong collaborative working environment本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。