School leaders have the potential to contribute to the collective efficacy of teachers by brokering knowledge and beliefs; however, they are not always supported or accompanied in this role. By examining the characteristics and network positions of key actors who broker knowledge and beliefs, this study explores opportunities for all educators to be accompanied. Using social network analysis to measure the centrality of educators, key actors were identified. The data were collected in schools across the province of Québec, Canada and revealed a dynamic form of distributed leadership that was not dependent on a single leader, but rather on the type of knowledge or beliefs being brokered. The findings suggest the importance of accompaniment for teachers and leaders of all experience levels and positions to foster collective teacher efficacy.