Distributed Leadership
分佈式領導
Every principal, in moments of stress, has thought, "This job is impossible!"
每一位校長，當感到壓力時，就會想“這根本是一件不可能的任務”。
Increasingly, researchers and policymakers are voicing the same sentiment. The expectations have always been formidable, but twenty years of school reform have stuffed the principal's job jar with new chores and have undermined comfortable old assumptions about the nature of school leadership.
越來越多研究者和政策制定者也同樣發出了不平之鳴。總覺得期待會變得令人擔憂，但20年的學校改革以新的例行公事，填滿了校長的工作罐，並且對關於先前學校領導本質的假設逐漸產生損害。
In response, some analysts have concluded that the common ideal of a heroic leader is obsolete. In their view, the task of transforming schools is too complex to expect one person to accomplish single-handedly. Accordingly, leadership should be distributed throughout the school rather than vested in one position.
對此，一些分析者咸認為典型的英雄式領導者早就過時了。在他們看來，學校的改造任務太過於複雜，以至於無法指望透過單一個人單打獨鬥就可完成。於是，領導權應該分布在整個學校中而不是只屬於某一個位置（指校長位置）。
Beyond this core belief, however, advocates of distributed leadership offer divergent models. In some recent discussions, the term simply means giving other staff members some of the principal's current responsibilities. A principal might hand off managerial tasks to the assistant principal; a large school could assign several "sub-principals" to different grade levels; or administrators could simply rotate extracurricular assignments so each preserves a semblance of home life.
然而，除了這核心信念之外，主張分佈式領導的人則提供了不一樣的模式。在最近的一些研究中，這個詞（分佈式領導）只是意味著給予其他團隊成員一些校長現有的責任。一位校長可能將管理任務交給副校長；一座大學校可以指派許多“輔校長”去管理不同的年級；或者行政人員只是輪流擔任額外的任務，因此每一個人都保持著一個像家庭生活般表面的假象。
Others go beyond simply reshuffling assignments and call for a fundamental shift in organizational thinking that redefines leadership as the responsibility of everyone in the school. In this view, the principal retains a key role, not as the "chief doer," but as the architect of organizational leadership.
其他的人不只是任務要重新洗牌，而且以組織思考觀之，還需要一個基礎的轉移，即重新定義為校內每一個人都負有領導的責任。以這個觀點來說，校長還是扮演著關鍵性的角色，不是當一位“首要執行者”，而是當一位組織領導的建築師。
Because the concept is new and lacks a widely accepted definition, the research base for distributed leadership is still embryonic. While there is considerable theory, we have relatively little empirical knowledge about how, or to what extent, principals actually use distributed leadership. And evidence that firmly links distributed leadership to student achievement is still far in the future.
因為這個概念很新穎而且缺乏一個較能廣泛地被接受的定義，所以分佈式領導的研究仍屬萌芽時期。雖然理論內容相當可觀，然而相對地，關於校長確實使用了分佈式領導，比如說如何實施，或實施到何種程度，我們所知仍甚有限。而且分佈式領導與學生成就是否真的有關連性仍屬未知。
Nonetheless, at a time when many policymakers and practitioners agree that the principalship needs fundamental rethinking, distributed leadership offers a coherent vision of one possible future. This review examines several facets of the distributed model.
不消說，每次當許多政策制定者和實踐者同意校長（法職）權需要重新考量時，分佈式領導提供一個可能的願景。這項回顧檢驗許多分佈式模式的面向。
James Spillane and colleagues provide a coherent theoretical foundation for a distributed view of leadership.
James Spillane 和同儕對於領導的分佈式觀點，提供一個一致的理論基礎。
Richard Elmore links distributed leadership to the school's fundamental task of helping students learn.
Richard Elmore 將分佈式領導與幫助學生學習學校基本功課做連結。
Michael Copland describes how one school-reform network has succeeded in creating a broader base of leadership in its schools.
Michael Copland 描述一個學校改革網絡如何成功地創造更廣泛的學校領導。
The Education Alliance shares a framework and some practical tools for formalizing distributed leadership.
The Education Alliance教育聯盟分享一個架構和一些將分佈式領導正式化的實用工具。
Michael Chirichello explains how one district has successfully established co-principalships in its elementary schools.
Michael Chirichello 解釋一個學區如何在其轄區小學成功地建立合作式校長（法職）權。
本譯文僅做課堂上學術交流討論使用，特此聲明。
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