Distributed Leadership

Distributed leadership studies how school leaders create learning environments for teachers and students. The original distributed leadership framework (Spillane, Halverson & Diamond, 2001; 2004; Spillane, 2006) draws on central concepts of distributed cognition to understand how leaders manage and change the complex cognitive systems of schools.

My work in distributed leadership investigates how leaders create,use and distribute tools (artifacts) to establish the conditions for teaching and learning in schools.

Halverson, R. & Clifford, M. (in press) Distributed instructional leadership: How distributed leadership can help us better understand high schools. Journal of School Leadership.

Halverson, R. & Shapiro, R. B. Technologies for educators and technologies for learners: How information technologies are (and should be) changing schools. In S. Rutledge & D. Anagnostopolus (Eds.) The Infrastructure of Accountability.  Harvard Education Press.

Halverson, R. (2010). School formative feedback systems. Peabody Journal of Education 85(2) 130-155.

Halverson, R. & Thomas, C. (2007). The roles and practices of student services staff as data-driven instructional leaders. In M. Mangin and S. Stoelinga (Eds.) Instructional teachers leadership roles: Using research to inform and reform.  Teachers College Press: New York. 163-200.

Halverson, R.  (2007). A distributed leadership perspective on how leaders use artifacts to create professional community in schools.  In L. Stoll and K. S. Louis (Eds.) Professional learning communities: Divergence, detail and difficulties. Maidenhead: Open University Press. 93-105.

Halverson, R. (2007). Systems of practice and professional community: The Adams case. In J. Spillane & J. Diamond (Eds.) Distributed leadership in practice.  Teachers College Press. 35-62.

Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in schools.  Journal of School Leadership 17(2). 159-193.

Madda, K., Halverson, R., and Gomez, L. (2007). Exploring coherence as an organizational resource for carrying out reform initiatives. Teachers College Record 109(8). 1957-1979.

Halverson, R., and Clifford, M. (2006) Evaluation in the wild: A distributed cognition perspective on teacher assessment.  Education Administration Quarterly 42(4). 578-619.

Halverson, R., and Rah, Y. (2005). Representing leadership for social justice: The case of Franklin School.  Journal of Cases in Educational Leadership 8(3).

Halverson, R., Kelley, C. & Kimball, S. (2004). Implementing teacher evaluation systems: How principals make sense of complex artifacts to shape local instructional practice. In C. Miskel (Ed.) Theory and Research in Educational Administration, Volume 3. 153-188.

Halverson, R. (2004) Accessing, documenting and communicating the phronesis of school leadership practice. American Journal of Education, 111(1), 90-122.

Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3-34.

Halverson, R. (2003). Systems of practice: How leaders use artifacts to create professional community in schools. Educational Policy and Analysis Archives 11(37).