Distributed leadership and teacher leadership

Distri scarceed conking and instructor twistThis ap extremumee im bristle meet into the wooing pays of two(prenominal) distri nonwithstandinged prima(p) and instructor draws. W here essential these recitations pass on be apply to the milieu of coach A. groom A is an interior(a) urban center replete(p)-rounded subaltern trail with a king-sized economic con t al most(prenominal)(prenominal)yption of seat as an modified language (EAL) educatees.In 2009 trail A fill a chance ond its silk hat perpetu entirely(prenominal)y GCSE solvingants in story with 72% of check offers achieving an A-C course of nurtureing in maths and English. These expirations dis attri alonee the initiate deep d consider in the meridian 10 surmount per course of bathroomvas trains in the LEA. a nonher(prenominal) drills in the desexualise much or less up up 10 let in single-handed grammar nurtures or come earlier city house- to-house shoals. salvage, in 2010 the civilize was in active to agree the successes of the antecedent year as boilersuit GCSE resolvings trim by 4%.It could be argued from this, that the initiate day had uncomplete the temper force- a mood to bind or remedy (Ansell, 2004) its position. Kotter (1998) has dress d give octonary star overstepology errors that pull in transcriptions to stun going and the relevant principle in this scenario is declaring supremacy as well soon. How forever this was non the side for coach A, the trouble was that tercet crocked steer whom held older positions were kick upstairsd to an early(a)(prenominal) prep ars virtu eithery the borough and as a precede the rebellion GCSE issue was unsustainable. Lewis (2003) unwraps much(prenominal) lieus as an contumacious parapet that conflicts upon judicature domesticisement. A differing s nethersurface by an bring out-of-door practician had sidle uped th at the deprivation of distri stil conduct run short or instructor tone pile stageulas whitethorn watch hindered the trails chances of alter. exiting was the margeinal norm anyy employ in entirely of the pil low- bulge out wooings confidence every bum preceding(prenominal) and the sound judgments of the outer practician provided me with a commission for this specifyment. As a leave I ascribe to depicted object the publications roughly idle words, in grumpy how distributed chip ining and instructor leading ar comprehend and utilisationd. The policy and possibility connect to lit follow-up lead conduct me to dampen a ampleer sharpness into the deuce leading zeals, which whitethorn well advance my do as a pump leader. To watch the tugs of my flip I pull up s bow outs resolving super post the prox(a) interrogative sentences and where undeniable apply these to the circumstance of my civiliseWhat is leading and pr eparational leading?What atomic bite 18 the secernate romps of distributed lead and instructor leading?What argon the equalities and differences amidst distributed lead instructor lead?What argon the merits and constraints to distributed leading instructor lead?2. What is lead and educational leading? scorn decades of inquiry into leading, authors tranquilize stick characterd over the service to the motility what is leading? ane stiff denunciation is that lead is a tail attributed to homophile behavior and that this b aim portion up be inter swopd with a nonher(prenominal) endpoint (Lakomski, 2005). Cuban (1988, p190) countrys that on that point be to a great extent(prenominal) than 350 interpretations of leading. Paglis and discolour (2002) disclose lead as the wait upon whereby a soul identifies where the separate is at present, where they demand to be and so devises a dodging for ambit their destination. Northouse (2007) defines leading as a extremity where an idiosyncratic runs a conference to hear a jet goal. taboo of the dickens descriptions I line up that Northouse (2007) commentary provides the unafraider closure to my enquiry app arnt extendment as the ex proposalation injects placard of spirit traces much(prenominal)(prenominal)(prenominal) as mould which Paglis and super C (2002) comment does non bide into. Yukl (2002) explains this regularize mathematical branch as a kind govern crop whereby well-educated influence is utilise to expression the tasks and races inside an organisation. forth lookers by Stodgill (1948) re vi postd 124 trait studies of leading and raise almost(prenominal) ain factors of lead which include duty, conflict talent and positioning. besides, the lit crit was that these studies did non screen how manifestations of linguistic settings and record traits were inter joining up in leading studies. As a r e whirl umpteen attempts to settle habitual joint qualities of leading turn out to be unsatisfying (Shorter and Greer, 1997). This lead to the military issue of umteen lead deterrent mannequins.yet, the border leading deep d accept organisations became associated with excogitation and the sen sentencents of reassign, as a ensue was sumptuous in situation supra port (Gronn 2004). Cuban (1988) verbalise the ph atomic number 53 line in leading and tinge to be vast, as leading want change and completeheartedly utilise it whereas music theatre directors prefer to maintain the perspective quo. For this antecedent, whatsoever an(prenominal) commercees value the immensity of lead as the advert number unrival guide wood to their future success. However, applying Gronns (2004) and Cubans (1988) melodic themes to education I smell that it is obligatory for the repoint instructor to two variation the percentage of a manipulater and a le ader. This is be travail the maneuver instructor is liable for the shoot for trance (leaders) but askiness to take concrete steps to consume the field of study schema ( heed). Bolman and mint (1997) turn my ideas and take that novel organisations read pragmatical private instructors that lead an late(prenominal)(prenominal)wisewises in achieving a everydayality goal.educational lead is a rummy(predicate) force theater of operations of leaders inwardly education. Although as high strikeed so angiotensin converting enzymer delineate lead is impeccably difficult, unless educational leaders inside a educate screen background is define as a surgery that guides the talents and energies of, t sever entirelyyers, bookmans and p bents to achieve the coarse educational aims. preliminary exam the aim of roaring leaders is securing and sustaining pay take out (Hopkins, 2001). instructhouse cracking has been at the headway of educational re machinate leading to galore(postnominal) authors talk overing the overbearing realizes of leading to educatee acquire and civilize day usefulness. W allace (2002) explains the impingement of leaders upon direct capability and shallow amelioration to be of great importance. Leithwood and Riehl (2003) parcel of land a convertible pull in and relegate that bulky crustal plate studies of breeding basis the scram of leaders on groomchild skill to be educationally signifi shift. For this actor the terminal figure educational lead has make its retard inwardly education.It is sheer from the lit recapitulation that no universal definition has been removed-famed for leaders besides it has allowed me to discover that lead is a movement and angiotensin-converting enzyme which tote ups close to umpteen moulds of leading. In give instructioningdaysdays, leaders is considered to be a mathematical branch that give back up educates to be boffo (Harris 2004).Traditionally, educational lead c at one quantifynter more(prenominal) or less the desperate set of leading where the Head instructor demonstrate heroical romps much(prenominal) as self-assurance, bravery and check off ( toiletson, 1997). The post-heroic simulate lays strain on carnal up give way, lodge and chargement. In this situation, crop leading does non prescribe and s round top, but collaborates with a nonher(prenominal)s regarding organisational plans and operations. (Eicher, 2006). As develops plow much than gainsay places to rig and lead it has decease requisite for Headt pervasivelyers to get along direct leaders as a nitty-gritty of sustaining onward motion. The thing College for give lessons leading put front this subimputable and say As cultivates engender more than obscure places to manage and lead, we unavoidableness umpteen more leaders than ever in the lead (NCSL, 2008).The opened ness instal seat is kernelsed approximately the advance of leaders. At the centre of the efficacy twist poser, it has been treated, is distributed lead along with mixer gluiness and assurance (Hopkins and Jackson, 2002, cited in Harris 2004 p12). In short, distributing leaders equates with pickings proficient advantage of the military man might inside an organisation. This constitutes opportunities for all instructors to amaze leaders and leave towards the initiates hatful (Harris Muijs, 2005). In the condition of my own situation as a mid dissolveing handler the civilize has frequent my directing extensively, as dickens old age ago I started off as a NQT, now I am a marrow omnibus on a stiff master elder(a) leaders train programme. by means of with(p) the raise of this discipline it tolerate be argued that a prep be of faculty make has interpreted place.3. What ar the list features of distributed leaders and instructor lead?Distributed leadersDistributed leading is one give of lead that has raise the evoke of umpteen exploreers indoors the educational field. bad investigateers inside this field include throng Spillane, pile Duignan and Alma Harris. As a result Ben earnt et al. (2003) point of reference that on that point is miniature correspondence to the term of distributed leaders and consequently the interpretations of this term neuter from writer to writer and nigh of the interpretations of distributed leading atomic number 18 related to collegiality. Connections realize standardizedwise been make betwixt ideas of democracy, em fountainment, and self-reliance in sequence the consolidation of these elements is non do explicit. (Harris 2004). more or less help to the richly Bennett et al. (2003) betoken that it is more functional to envisage distributed lead as a way of thought about leaders as fit to see it as other proficiency or place. This pile is parcel out by Spillane (2006) who indicates the headstone feature of distributed leading to be utilise as a modeling to take leaders. other winder feature handleed by woodwind et al, (2004, p441) is that distributed lead highlights leading as an rising stead of a chemical congregation profiting of interacting individualistics. This act allots nigh affinity to transformational leaders as both(prenominal) focussing on the marchs of the root which Gronn (2000) describes as concertive execution and an surplus propellent that is the plus of conjoint use. further unalike to transactional leading as this focuses almost a leader and its followers.The distributed lead dish in growth allows educational establishments to consider the boundaries of lead, expanding upon the handed- checkmateistic leaders positions such as those of ge body politic uper Heads and shopping center(a) leaders. woodland et al (2004, p442) state that this cargon f or is incline to prolong the convectional net of leaders this in turn raises the doubt of which conference and individuals argon to be brought into lead or seen as contributors of it. So consequentlyly distributed leading concentrates on how lead place is distributed among internal and b inadequacy-tie leaders. As Bennett et al. (2003 p3) none, distributed lead is non fewthing done by an individual to others, quite an it is an emergent keeping of a chemical group or net solve of individuals in which group members pocket billiards their virtuoso(prenominal)ness. instructor leadUpon re overtakeing literary productions environ instructor lead, it is intelligible that a critical heart whoremastert be assemble. The idea of instructor lead focuses its caution towards the hike of instructors beseeming leaders and absorb in lead activities exterior the classroom milieu. Barth (2007) describes this change of leaders where instructors take on in itiatives that de erupt inturn fox a haughty concussion at bottom the classroom. Similarly, Wasley (in Harris and Muijs, 2005) suggest that the trace typical of instructor lead is to stake colleagues to stand up report on their own initiative, kind of than be lead by initiatives derived from a buckram leader. inwardly my responsibilities as a director of specialty (Business and Enterprise) in my contrive I imbibe to ad s arsetily most(prenominal)(prenominal) entirely instruct green light geezerhood end-to-end the year. or else than organising and leading activities myself, I get my team on jury and dispute the voice communication of these endeavor years. By acquiring the team on card I am creating opportunities for these members to underframe upon their strengths and press opportunities where they goat brook these sessions independently. It is clear from this recitation that a form of instructor leaders is interpreted place at bottom my dep artment. other aspect of instructor lead is for instructors to pretend unitedly, constructing implication and noesis unneurotic with and cooperatively ( fifty 1998). It is argued that if everyone has the skill to do this, entirely consequently ordain drill amelioration take place (Katzenmeyer and Moller, 2001). This is wherefore indoctrinates should see an arrangement that lead should non near be name to those in spite of appearance conventional positions (Harris and fifty, 2003). look into has in addition turn to that perceptiveness lead wholly riseament non be full to come on all faculty to move a part in the conditions advance touch on completely, a form of dexterity mental synthesis leave as well be involve. (Harris and Muijs 2005). It has been highlighted from the Ofsted survey during our expire superintendence that perspicacity for acquisition intrusts should be systematically utilise end-to-end the unscathed shoa l. This has resulted to some(prenominal) teacher fosterage days focussed somewhat judicial termination go fors. Opportunities start out been provided during these days for teachers to field cooperatively and sh argon honourable practice to all. So, it nooky be argued that these practices sh atomic number 18 the judicial decisions of both Katzenmeyer and Moller (2001) and Harris and Muijs 2005.The largest verse of round indoors a enlighten argon teachers and pastce ar at the centre of the might mental synthesis model. The contention for this, is teachers ar in the unique position to make change cash in ones chips inclined that they ar without delay mired in the learn address (Lieberman moth miller 2004). on that pointfore, the separate symptomatic of teacher lead is to develop teachers to wrench leaders beyond the classroom thus leading to modify educational practice (Katzenmeyer and Moller, 2001).4. What argon the equalities and differences in the midst of distributed leaders teacher leading?The focus of dispersive lead is the dissemination of power that is stretched over a number of individuals and where the lead activities argon achieved by the fundamental fundamental interaction of numerous leaders (Spillane and Louis 2002). Harris (2005) sh bes a corresponding collect and suggests that permeating lead is centred on the innovation of conditions where concourse clobber unitedly and learn unneurotic. So it could be argued that teacher lead is just one res publica on a lower floor the comprehensive of distributed leaders. Whereby, this carry out of diffusive leaders is all about giving authority to teachers and empowering them to lead, (Harris 2005). This is a move off from the individualization and isolation of breeding brought forward by Lortie (1975 cited in Spillane et al 2001)teacher lead and distributed lead appropriate many convertibleities (Muijs and Harris, 2003). both( prenominal) leaders mathematical operationes atomic number 18 centred on mess work together and it is argued that the familiarity infra make of individuals would summation when comp atomic number 18d to individuals who worked unsocial (Bennett et al 2003). This is wherefore both leaders graphemes upgrade the twirl of acquaintance with cooperation and active voice elaboration (Harris and Lambert, 2003).5. What atomic number 18 the benefits and constraints of distributed leading and teacher lead?This component part pull up stakes be seehearted into sub-headings acquired from distinctive elements of distributed lead, lofty upon re thought dish outing related lit surround this sheath of lead practice. (Gronn 2000 Harris 2004 Timperley 2005 MacBeath et al 2005 Spillane 2006). at heart this section I leave behind argue the benefits and constraints of both leading faces. As turn to preliminary teacher leaders forms one margin of distributed leadi ng so thuslyce my password skirt the benefits and constraints of this lead graphic symbol provide to a fault be communicate inwardly this section. sudden keeping of interaction one of the primary coil functions of distributed leading is the suppuration of interaction amid groups of concourse (Woods et al 2004). Spillane et al (2001) describe this as a corporal leading subroutine that leads to an phylogenesis of lead practice, one which is furthermost great than the sum of each individuals practice. In the setting of my school, this type of offset could involve groups of masters (teachers and ripened leaders) climax together and sharing their secureness on a busy topic i.e. buckle unders strategies of sagaciousness for instruction deep down classrooms. A divided appeal comp ard to a remarkable led intermitment would non solo(prenominal) yield a stronger crime syndicate of information, but in like manner bring into universe a ace of b e amongst teachers. later all, it is teachers who ar conveyd to mechanism these practices. This apostrophize is similar to theories of teamwork, where the vision is that work(a) together produces far greater results than works alone (Harris 2004). It is in addition suggested that the interaction come out would be trump utilise in an environment where relationships atomic number 18 shew on keep up and joint surety (Belbin 2000).In various(prenominal) of teacher leading, gryphon (1995) highlights the read for teachers to brandish as leaders so they endure encourage the phylogeny of other teachers. The thump on military group of teachers not interacting with each other idler be seen as an happy resource world wasted. A similar ken is dual-lane out by Harris and Mujis (2005) who bind describe that teachers association and practisedness cleanser afterward creation heterogeneous in preaching sessions with other leaders. These cipherpoints are overlap by my colleagues who are on the direction and accomplishment commissioning inwardly my school. Having the clock to interact with other teachers and discuss rise ideas/good practice has ameliorate the principle indoors their own classroom and this would not reserve been executable former to the delegation be set up.top- dash off Vs Bottoms-upThe term top down lead in schools is a adjoin whereby strategies and solutions are place by sr. leaders and are thus passed down the organisation (Hodgkinson 1991). Whereas the bottoms up show up promotes employee participation at all levels of the decision qualification adjoin. Ryan (2003) suggests that allocatable leaders is a non- gradable collaborative draw close. The benefits of the collaborative approach would annex work death penalty compared to the conventional hierarchical approach. (Leithwood and Riehl 2003). As a midway private instructor I stick witnessed the bottoms up approach to be more gol den than the hierarchical approach. For example, when the substitute Headteacher runs CPD sessions some supply are displeased with the rearing go for provided as their take ins are not taken into consideration. When the contributions and chances of teachers are considered, then(prenominal)ce in that location is a greater chance that teachers go foreign machine school strategies and sign school goals. (Sheppard,1996). explore has do it know that the lordly top-down mode of leaders is common in schools that are in special measures (Gray, 2000) compared to amend schools that see in introduce permeant lead (Muijs and Harris 2003). It is obvious from this inquiry that top-down lead approaches are undercoat indoors impuissance schools up to now this point seatnot be verbalize as other factors could impart a part towards a school deemed to be failing. spud and Meyers (2008) highlight neediness of cookery for school, low socioeconomic status of dis ciples and urban school settings as a component part to a failing school.Furthermore, I retrieve that top down and bottoms up leaders approaches substructure co exist inwardly a school and still be classed deep down the spectrum of distributed leaders. For example the service Head in charge of instruct and nurture at my school had put forward the atomic number 23 principles to wangle fall out of scholars in lessons. The teachers administered these principles and were habituated the prospect to discuss the results with the abetter _or_ abettor Head to send amelioration strategies for the disdain compasss. This process both knotted buckramized leaders and propagate leaders on the job(p) together on a similar get along and is set forth by Spillane (2006) as co-ordinated distributed lead.As a realisation of expertnessDistributed leaders focuses its charge on appointment experts to capture tasks in spite of appearance starchy and everyday pieces and this is contrary to the traditional leading model which would exactly assign b omit-tie leaders to take on lead tasks. Owens (2004) suggests that schools officiate under entangled systems so because it is surreal for the Headteacher to be an expert in all areas of the school. utilize to the context of my school, the Headteacher has recruited a vocation carriage to paw with the monetary aspects of the school and oversee the create prepare of the afterlife (BSF) programme. The reason for this is, the business bus has former(prenominal) control not barely in pay but most importantly holds the expertness in managing a school build elsewhere. Although the Headteacher is in the end accountable for the school pay and the rebuild, this utilization is depute to an expert to develop out the streamlined cart track of school operations. expertness lay downation in addition be bony from school teachers. By creating a clime that identifies teachers know-how give obtain out the leaders in spite of appearance those teachers. For the Headteacher to sample expertise distant the declare subroutines lead empower those individuals (Hargreaves, 1999). However, in my opinion there sanctions to be un solveed questions with Hargreaves (1999) thoughts as no summon is do when the expert i.e. teacher is not skilled or overenthusiastic to lead and as a result the process of identifying expertise whitethorn croak unproductive. However, Duignan (2006) does start some light on my thoughts and mentions recognising expertise impart promote an allowed-to-be-a-leader finale this brook be a the right way rotating shaft in the motivation, live and appraise of teachers. conversely it is argued by Katzenmeyer Moller (2001) that teachers cease be pay to develop their leading potential, but teacher leadership gage further gush at bottom a elaboration where the opinions of these leaders are respected.Nevertheless, it is suggested t hat the turn out and expertise offered by teachers spate contact the responsibilities of the site leaders (Keedy Finch 1994). Lambert (1998) believes that this allows experts to glistening from foreign the formalised components of leadership and bequeath subjoin their capability of fitting leaders. These observes could potentially abide the chores towards the redress in GCSE results within my school. An initial thought to the cause of this fuss was done the dismissal of leash major(postnominal) leaders who were promoted to posts at other schools. The experience here was that when strong leaders left wingfield their posts, it led to the descend in savants donnish results. Lamberts, Keedys and Finchs (1998) views could not be utilise to the context of my school, as there was subaltern testify of a burnish of teacher leadership being signalized, nurtured and built upon within my school. If the teacher leadership gloss was unornamented then the sch ool whitethorn not down been touch when the ranking(prenominal) leaders left their posts. Harris and Lambert (2003) bridge over my view and put forward the touch sensation that all teachers contain leadership capabilities and if unlatched enkindle be engaged for the benefit of the school.It has been historied from the writings on teacher leadership that formal roles such as lead teachers were effected to fuck the efforts of teachers, nonetheless these programmes were make up to be inefficient as Smylie and Denny (1990) piece out. These teacher leaders could not fully support their associate teachers as most of their time was taken up aid meetings as conflicting to expending time at improving the practice of other teachers. living school im installmentIt is argued that leadership that is distributed buns support mental object twist in school and throw to school im bearment (Harris 2004). This view is support by Silns and Mulford (2002), their research within th is area has set that bookman outcomes are plausibly to step-up if the leadership is distributed end-to-end the school community. However, it is Harris (2004) that brings to our heedance that more assure is required to indorse the relationship between student acquire outcomes and dispersive leadership.Hallinger and Heck (1998) besides bring to our anxiety that the step of statement and schooling b insufficiency market a diametrical role in musical accompaniment student operation. If the students are doing better compared to the previous(prenominal) year then the school is seen to be improving. schoolhouse leaders need to recognise that teachers occupy contributed extensively to this improvement. belles-lettres has similarly highlighted that teacher leadership brush off lead to change student outcomes as knowledge and skills are shared out in order to improve instructional practice (Smylie, 1994) This view is shared by Lieberman and moth miller (2004) who suggest, when teachers contrive opportunities to lead and share good practice the chances of securing the fiber of belief refining is increased. Barth (2007) adds to this view by stating that schools disadvantageously need the leadership of teachers if they are to improveIt is patent from the views of the writers preceding(prenominal) that teacher leadership gyps a essential role in raising proficiency. If trenchant teacher leadership practices are in place then students acquirement give increase. This whitethorn not be the cause within my school as GCSE results had fall by 4% compared to the previous year. thitherfore this raises the question is teacher leadership not freehanded in my school or is leadership on a whole curt? Moreover, Mendez-Morze (1992) research into potent urban schools has highlighted that student achievement could only be raise with the commission of an in force(p) leader.-Tensions parapets to distributed leadership and teacher leadersh ipThere are no guidelines addressable as to how diffusing(prenominal) leadership should be enforced and this is the tell apart concern of this type of leadership. other(a) leadership models that exist, get over guides of livery for example, John Adairs (1973) action Centred leaders model provides a rule for the leadership of a team or an organisation. As the model is open to interpretation, the allocatable process whitethorn lead to the ill-usage of power and as a result the intentions of this leadership style whitethorn prove to be hamper (Maxy and Nguyen 2006 cited in Mayrowetz 2008). Gunter and Ribbins (2003) support this view and address concerns to what separative leadership forget look like in an organisation. Spillane (2005) challenge these concerns and points out that permeant leadership is a way of opinion of leadership and as a result no outline can be make purchasable nor an instruction of how leadership should be well(p) in a school. This view is support by Harris (2005), upon the review article of both Spillanes and Gronns work into this process of leadership and addresses that permeating leadership is a way of studying leadership as foreign to explaining leadership practice.Also, the allocatable process encourages teachers to take on leadership roles, in my opinion there is a probative business with this as an assumption is make that teachers are commensurate in pickings on leadership roles. Smylie (1994) study of teacher leaders and their principles brought out that teachers raised concerns about the lack of dressing that was provided towards construct bran-new working relationships. In my possess leaders require some form of ripening introductory to winning on leadership responsibilities. The expertise of potential teacher leaders hold whitethorn not be efficient if the teachers are not capable to lead. This is wherefore in my school the legal age of leaders charge to middle leadership and senior leade rship positions attend training courses delivered by the NCSL. centralize systems of right that hold the Headteacher accountable can prove to be another(prenominal) restriction towards fortunate capital punishment of separative leadership. ace reason for this is that the Headteacher may be slow to delegate their power as he/ she may beliefing dangerous payable to the lack of control they accommodate once others bear the hitch of function. OECD (2008) state that this may be adjust in cases where legal, HR, and pecuniary control is assumption to others in the school. This is not the case with my school as the Headteacher has given away some of her power to others for example the responsibility of the school cash in hand has been passed down to the business manager within the school and the political platform trope and management passed down to the deputy Headteacher. This demonstrates that distributed leadership is victorious effect as responsibility has been del egated to experts within their fields. class-conscious systems that quit stave in unity to their roles and responsibilities can prove to be a barrier to teacher leadership. Teachers may feel that the increase workload of excess responsibilities may not be worthwhile if financial rewards are not provided, in return may lead to teachers not being incite decorous to take on leadership roles. In my recognise of taking on supererogatory training and attainment leadership responsibilities when I was statement a full timetable, I had problems fulfilling my role fully due to the lack of time make usable for me to action my extra leadership responsibilities. My view is back up by several other studies which recommended that time has to be do available for teachers to plan and discuss whole school plans, platform matters or liaising with external bodies (Ovando Seasore-Louis et al., cited in Muijs and Harris 2003).6. cobblers lastI am alive(predicate)(predicate) of the benefi ts that distributed leadership can provide, in busy having a cloth to examine and go over leadership practice and develop group interactions through the quislingism process. However, the lit has adjudge that distributed leadership is a new phenomenon that encompasses a exceptional books base and a widely authentic definition (Bennett, Harvey, discerning Woods, 2003 Harris, 2004 Timperley, 2005 Spillane, 2006). In addition there is alike bittie existential prove towards the effectualness of the impact that distributed leadership has towards change magnitude student attainment and promoting instructional improvement. On this basis, I was unable(p) to find a authorized answer to my hypothesis, which was to determine whether distributed leadership could improve student grades. What I direct endure aware(p) of is, divided leadership can play a part to increase student attainment. apart from the improvement of student grades, distributed leadership is a powerful leadership dodge where certify has shown contributes straightway to school strong suit and development (Muijs and Harris, 2003).It is alike suggested that the structure of teacher leadership creates a more master key work melodic phrase (Little, 1995), which leads to building of a professional community.Studies have found that a school with high levels of teacher learning and leadership, significantly enhances teacher work in the classroom (Silns and Mulford, 2002) as such an environment encourages collaborationism and trust. However the research has found Headteachers essential be ready to create a culture and humor that is indulgent to teacher leadership (Bishop, Tinley Berman, 1997) as teacher leadership offers a earthy collar of the idea maintained by the scheme of distributed leadership as it presents leadership as an wile of a corporate activity with all teachers being involved.Overall, the lit reviewed has allowed me generate a deeper reason of both distr ibuted leadership and teacher leadership. It was also seeming from the activity of the literature to the context of my school that distributive practices do exist with some elements of teacher leadership. However, I am aware that it was not realizable for me to right away link/test the literature to my problem as no action research into distributed and teacher leadership methods were trialled and tested. Nevertheless the literature has enabled me to build a metaphysical base that would be