Abstract:
Empirical work on how readership is distributed more and less successfully in schools is rare. This chapter presents a case for distributing leadership in particular ways that can have positive outcomes for studeits in a schoor improvement context in which varying success was evident. Grounding the theory in this practice context led to the identffication of some risks and benefits of distributing leadership and to the chailenge of io*e key concepts presented in eailier theorizing about readership ani ni alstaauilon. concepts related to distributed leadership discussed in the chapter include embedding vision in activities and the social distributio, oi task enactment' Issues addressed within the latter concept include boundary spanning relationships between leaders and followers and the use of artefacts.