Of all the “big” ideas now on the landscape of educational leadership, few are more prominent than “distributed leadership.” In a matter of a few short years, the idea of distributed leadership has evolved from a theoretical consideration of naturally-occurring social influence processes in school organization (e.g. Gronn, 2000; Spillane et al., 2001) to a mantra for reshaping leadership practice. More and more schools and school systems are attempting to develop distributed leadership. Increasingly, state education agencies and national education organizations are encouraging them to do so. Among the best known of these efforts in the United States has been the State Action Education Leadership Projects (SAELP), funded and promoted by the Wallace Foundation, the Education Commission of the States, and the Council of Chief State School Officers. At the time that this chapter was being prepared, many of the states that received SAELP grants were actively promoting the development of distributed or teacher leadership as part of these projects.
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Louis, K.S., Mayrowetz, D., Smiley, M., Murphy, J. (2009). The Role of Sensemaking and Trust in Developing Distributed Leadership. In: Harris, A. (eds) Distributed Leadership. Studies in Educational Leadership, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9737-9_9
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