School leadership and management are critical in efforts to improve classroom teaching and learning. The success of even the best classroom-centered designs or high stakes accountability policy will depend in good measure on the schoolhouse administrative infrastructure. Spillane argues for re-conceptualizing how we think about the work of leading and managing schools using a distributed perspective. Getting beyond the nearly exclusive focus on the school principal, we must take account of how the work of leading and managing is distributed across other schoolhouse actors. We need to focus on the practice of leading and managing instruction in a way that considers interactions, not just actions. Understanding practice necessitates close attention to aspects of the school infrastructure such as organizational routines that enable and constrain interactions among staff.