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.<\/p>\n
My work in distributed leadership investigates how leaders\u00a0create,use and distribute tools (artifacts) to establish the conditions for teaching and learning in schools.<\/p>\n
Halverson, R. & Clifford, M. (in press) Distributed instructional leadership: How distributed leadership can help us better understand high schools<\/a>. Journal of School Leadership<\/em>.<\/p>\n 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<\/em>. \u00a0Harvard Education Press.<\/p>\n Halverson, R. (2010). School formative feedback systems<\/a>. Peabody Journal of Education 85<\/em>(2) 130-155.<\/p>\n Halverson, R. & Thomas, C. (2007). The roles and practices of student services staff as data-driven instructional leaders<\/a>. In M. Mangin and S. Stoelinga (Eds.) Instructional teachers leadership roles: Using research to inform and reform<\/em>. \u00a0Teachers College Press: New York. 163-200.<\/p>\n Halverson, R. \u00a0(2007). A distributed leadership perspective on how leaders use artifacts to create professional community in schools<\/a>. \u00a0In L. Stoll and K. S. Louis (Eds.) Professional learning communities: Divergence, detail and difficulties<\/em>. Maidenhead: Open University Press. 93-105.<\/p>\n Halverson, R. (2007). Systems of practice and professional community: The Adams case. In J. Spillane & J. Diamond (Eds.) Distributed leadership in practice<\/em>. \u00a0Teachers College Press. 35-62.<\/p>\n Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in schools<\/a>. \u00a0Journal of School Leadership 17<\/em>(2). 159-193.<\/p>\n Madda, K., Halverson, R., and Gomez, L. (2007). Exploring coherence as an organizational resource for carrying out reform initiatives<\/a>. Teachers College Record 109<\/em>(8). 1957-1979.<\/p>\n Halverson, R., and Clifford, M. (2006) Evaluation in the wild: A distributed cognition perspective on teacher assessment<\/a>. \u00a0Education Administration Quarterly 42<\/em>(4). 578-619.<\/p>\n Halverson, R., and Rah, Y. (2005). Representing leadership for social justice: The case of Franklin School<\/a>. \u00a0Journal of Cases in Educational Leadership 8<\/em>(3).<\/p>\n Halverson, R., Kelley, C. & Kimball, S. (2004). Implementing teacher evaluation systems: How principals make sense of complex artifacts to shape local instructional practice<\/a>. In C. Miskel (Ed.) Theory and Research in Educational Administration, Volume 3<\/em>. 153-188.<\/p>\n Halverson, R. (2004) Accessing, documenting and communicating the phronesis of school leadership practice. American Journal of Education<\/a>, 111(1), 90-122.<\/p>\n Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective<\/a>. Journal of Curriculum Studies, 36<\/em>(1), 3-34.<\/p>\n