Th e distributed perspective on school leadership and management has garnered substantial attention from scholars and educational practitioners over the past decade (Gronn, 2002; Spillane, 2006; Spillane & Diamond, 2007; Spillane, Halverson, & Diamond, 2001, 2004).1 Th ree recent edited volumes (Harris, 2009; Leithwood, Mascall, & Strauss, 2009; Spillane & Diamond 2007), multiple books (Spillane, 2006; Spillane & Coldren, 2011), and multiple English language journal special issues2 have been published on distributed leadership in the past several years. In addition, major school reform and funding initiatives have used distributed leadership in various forms as a framework (Mayrowetz, 2008).