These studies reported on preparation programs that provided the opportunity to participants to perform as leaders, whether in a role - play in front of other program participants (Nesbit et al., 2001), while working with classroom teachers in
an actual teacher leadership position in a school or district (Howe & Stubbs, 2003), or with the support of a mentor in a teacher leader training program (Harris & Townsend, 2007).
Among our cases, Forest Elementary provides the clearest example of a school in which the overall pattern of
leadership distribution corresponded to an additive pattern, at least in a formal, bureaucratic sense (
teachers attributed little
actual influence to those in formal
positions of
leadership responsibility).