ABSTRACT
The “buzz” surrounding distributed leadership has traveled beyond a small circle of education researchers and with its spread has followed uncertainty about what the term actually means (Mayrowetz, in press). While authors of other chapters in this book conceive of distributed leadership as originally intended, a theoretical lens to examine the activity of school leadership (Gronn, 2000; Spillane et al., 2001), we have witnessed that many educators in schools consider distributed leadership to be a prescription for school reform. Generally, these reforms are characterized by groups of teachers becoming formal leaders and undertaking tasks they would not do traditionally, including some work that would be perceived as administrative.
