James P. Spillane's article "Distributed Leadership" challenges the traditional narrative of leadership in schools, which often portrays a charismatic leader, typically the principal, as the sole transformer of a struggling school. This "heroics of leadership" approach is criticized for equating school leadership primarily with individual leaders and neglecting the importance of leadership practice. Spillane introduces the concept of distributed leadership, which emphasizes the role of multiple leaders and the interactions between them and their followers within a specific context. This perspective views leadership practice as a product of the interactions among leaders, followers, and the situation, rather than the actions of individual leaders alone. The article highlights that leadership practice is shaped by the interdependencies among leaders, the tools and routines used, and the organizational structures. Spillane argues that understanding these interactions is crucial for effective leadership and that distributed leadership is not a monolithic construct but a flexible framework that can accommodate various leadership styles and practices. The article concludes by emphasizing the need for descriptive theory building to establish causal links between distributed leadership, instructional improvement, and student outcomes.James P. Spillane's article "Distributed Leadership" challenges the traditional narrative of leadership in schools, which often portrays a charismatic leader, typically the principal, as the sole transformer of a struggling school. This "heroics of leadership" approach is criticized for equating school leadership primarily with individual leaders and neglecting the importance of leadership practice. Spillane introduces the concept of distributed leadership, which emphasizes the role of multiple leaders and the interactions between them and their followers within a specific context. This perspective views leadership practice as a product of the interactions among leaders, followers, and the situation, rather than the actions of individual leaders alone. The article highlights that leadership practice is shaped by the interdependencies among leaders, the tools and routines used, and the organizational structures. Spillane argues that understanding these interactions is crucial for effective leadership and that distributed leadership is not a monolithic construct but a flexible framework that can accommodate various leadership styles and practices. The article concludes by emphasizing the need for descriptive theory building to establish causal links between distributed leadership, instructional improvement, and student outcomes.