The publicly reported California Standards Test (CST) and No Child Left Behind annual yearly progress (AYP) reports create a laser sharp focus on achievement. These instruments of national and state accountability systems place instructional practice at the center of the debate. Schools can no longer tolerate this division of effort if they are to insure that each child achieves proficiency in language arts and mathematics. Leaders must find ways to capitalize on teacher expertise and develop teacher leaders among the ranks. Current literature conceptualizes distributed leadership as an organization where members possess expert knowledge and are empowered to participate in a collective action toward a common goal. As educational institutions seek ways to restructure themselves according to their primary functions, teaching and learning, distributed leadership emerges as an opportunity to recognize teachers as natural organizational leaders.
In this descriptive case study, a district superintendent, union president, four principals, and twelve teachers who participated in a three-year Math Council were interviewed. Data analysis revealed how historical teacher leadership partnerships in the district, as well as the trusting relationship between the superintendent and union president, influenced the architecture and development of the Math Council, charged with improving math achievement. The Math Council included teachers and administrators, working collaboratively, to develop math recommendations for the superintendent. Further data analysis revealed that a curriculum focus was helpful to distribute leadership, at the district level, to improve math. However, the following areas surfaced as needing attention: clarity of the task, roles and responsibilities of the council, and clarity of expectations.
Nine components emerged, on a systems level, to distribute leadership. Conclusions highlight the importance of three of these components: trust, collaboration, and time to learn. These three components have been adapted to James Spillane's model of distributed leadership. This addition strengthens the concept of distributing leadership at a district level, suggesting implications for practice and further research.
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