This study examined the impact of distributed leadership with respect to both increasing collective efficacy and teacher efficacy across the faculty and whether these changes increase the school's capacity to function as a professional learning community (PLC). To assist in examining these relationships, a new model for conceptualizing ongoing systemic improvement was presented. There appears to be a gap in the current research on how distributive leadership reform promotes capacity building in a PLC capable of embracing and sustaining effective school practices. This research project focused on the roles and responsibilities of high school principals and teacher leaders utilizing a distributive leadership model. Collective efficacy and teacher efficacy were also investigated. The researcher utilized surveys from 199 teachers. Interviews and focus groups were conducted with five principals and 20 teacher leaders, respectively. The data analysis did not reveal evidence of consistent high levels of collective efficacy or teacher efficacy. A revised model for a distributed leadership framework was constructed to address the identified areas lacking in the original model. The elements of the revised model include: a clearly articulated vision, specific organizational structures, capacity building via PLCs, teacher empowerment, collaboration and shared decision making, trust and communication, and accountability. Findings from this study highlight the potential power of how a distributed leadership framework can increase collective efficacy and provide a structure for school-wide continuous improvement, which, in turn, may result in higher student achievement.