| This paper is based on a study intended to define and explore teacher leadership from the teachers' point-of-view to help us consider what paths school systems, universities, and policy makers might take to support the development of teacher leaders who can transform schools through and beyond their classrooms. The significance of teacher leaders on the achievement and development of students is well-documented, but without a stronger research base from which to understand how teachers become teacher leaders and enact leadership, we will limit our efforts to help teachers better shape the policies and practices that determine students' experiences. This paper discusses the findings from interviews with five self-identified teacher leaders and suggests recommendations for changes to support further development of teacher leaders. |
