The document discusses how principals and teachers in changing schools are blurring boundaries between leading, learning, and teaching. Their schools have high levels of leadership throughout the organization. Teacher leadership capacity is fostered through job-embedded professional development that helps teachers grow in their profession. School leaders create a culture of using data to improve instructional practices. The quality of teacher leadership depends on individual teachers' skills, attitudes, and behaviors. Cultivating teacher leadership may encourage experienced teachers to remain in the profession.

1. PRINCIPALS AND TEACHERS IN SCHOOLS THAT ARE IN
THE MIDST OF CHANGE ARE FINDING THAT AS THEY DO
THEIR WORKS, THEY ARE BLURRING BOUNDARIES AND
FORGING NEW CONNECTIONS BETWEEN LEADING,
LEARNING AND TEACHING. THEIR SCHOOLS ARE
LEADERSHIP DENSE ORGANIZATIONS.
Lieberman, A., & Miller, L. (1999). Teachers: Transforming Their Work and Their
World. New York: Teachers College Press and Alexandria, VA: ASCD.

2. LEADERSHIP CAPACITY IS FOSTERED AS A RESULT OF JOB-
EMBEDDED, HIGH-QUALITY, PROFESSIONAL
DEVELOPMENT THAT LEADS TO GROWTH AS A TEACHER
AND AS A LEADER.
Krovetz, Mark L., & Arriaza, Gilberto (2006). Collaborative Teacher Leadership: How
Teachers Can Foster Equitable Schools. Corwin Press, Thousand Oaks, CA.

3. SCHOOL LEADERS CREATE A CULTURE OF EVIDENCE
BASED ON REGULAR COLLECTION, ANALYSIS, AND USE OF
DATA TO IMPROVE INSTRUCTIONAL PRACTICE.
Krovetz, Mark L., & Arriaza, Gilberto (2006). Collaborative Teacher Leadership: How
Teachers Can Foster Equitable Schools. Corwin Press, Thousand Oaks, CA.

4. THE QUALITY AND IMPACT OF TEACHER LEADERSHIP IS
LARGELY DEPENDENT ON THE TEACHERS’ SKILLS,
ATTITUDES, AND BEHAVIORS.
Krovetz, Mark L., & Arriaza, Gilberto (2006). Collaborative Teacher Leadership: How
Teachers Can Foster Equitable Schools. Corwin Press, Thousand Oaks, CA.

5. …CULTIVATING TEACHER LEADERSHIP MAY WELL BE A
WISE INVESTMENT FOR A SCHOOL DISTRICT COMMITTED
TO IMPROVING PRACTICE LONG TERM. IT MAY ALSO
PROVE DECISIVE IN ENCOURAGING GIFTED EDUCATORS
TO REMAIN WITH TEACHING RATHER THAN ABANDON
THE PROFESSION FOR ONE THAT OFFERS GREATER
OPPORTUNITIES FOR ONGOING CHALLENGE AND
ADVANCEMENT.
Journal of Staff Development, Spring 2005.

6. WITHIN EVERY SCHOOL THERE IS A SLEEPING GIANT OF
TEACHER LEADERSHIP, WHICH CAN BE A STRONG
CATALYST FOR MAKING CHANGE. BY USING THE ENERGY
OF TEACHER LEADERS AS AGENTS OF SCHOOL CHANGE,
THE REFORM OF PUBLIC EDUCATION WILL STAND A
BETTER CHANGE OF BUILDING MOMENTUM.
Katzenmeyer, Marilyn & Moller, Gayle (2001). Awakening the Sleeping Giant. Corwin
Press, Inc., Thousand Oaks, CA.

7. “TEACHERS WHO ARE LEADERS LEAD WITHIN AND
BEYOND THE CLASSROOM, IDENTIFY WITH AND
CONTRIBUTE TO A COMMUNITY OF TEACHER LEARNERS
AND LEADERS, AND INFLUENCE OTHERS TOWARD
IMPROVED EDUCATIONAL PRACTICE.”
Katzenmeyer, Marilyn & Moller, Gayle (2001). Awakening the Sleeping Giant. Corwin
Press, Inc., Thousand Oaks, CA.

8. EACHER LEADERS ARE APPROACHABLE AND INFLUENCE
PRIMARILY THROUGH THEIR PERSONAL POWER.
RELATIONSHIPS BECOME THE FOUNDATION UPON
WHICH TEACHER LEADERS ARE ABLE TO SHARE AND
LEARN WITH OTHERS.
Katzenmeyer, Marilyn & Moller, Gayle (2001). Awakening the Sleeping Giant. Corwin
Press Inc., Thousand Oaks, CA.

9. SHARING INFORMATION AND VISIBLY IMPROVING THEIR
OWN PRACTICE GIVES THE TEACHER LEADERS
ENDORSEMENT IN THEIR WORK WITH OTHER TEACHERS.
TEACHERS WHO ARE CREDIBLE TO THEIR PEERS, ARE
CONTINUOUS LEARNERS, AND PASS RELEVANT
INFORMATION ABOUT BEST PRACTICES INFLUENCE
THEIR COLLEAGUE TEACHERS.
Katzenmeyer, Marilyn & Moller, Gayle (2001). Awakening the Sleeping Giant. Corwin
Press, Inc., Thousand Oaks, CA.

10. TEACHER LEADERS BEGIN TO RECOGNIZE THAT THEIR
FOCUS MUST MOVE FROM A SINGLE INNOVATION OR
FROM THEIR OWN CLASSROOMS TO A WIDER, WHOLE-
SCHOOL PERSPECTIVE. THE INFLUENCE OF TEACHER
LEADERSHIP CAN MAKE THE DIFFERENCE BEYOND THE
INDIVIDUAL GRADE LEVEL OR TEAM.
Katzenmeyer, Marilyn & Moller, Gayle (2001). Awakening the Sleeping Giant. Corwin
Press, Inc., Thousand Oaks, CA.

11. TEACHER LEADERS ARE EXEMPLARS IN THEIR
CLASSROOMS, EFFECTIVE COACHES OF THEIR PEERS, AND
CHANGE AGENTS WHO CONTRIBUTE TO SCHOOL,
DISTRICT, STATE, AND NATIONAL EDUCATIONAL
REFORM.
Snell, J., & Swanson, J. (2000, April). The Essential Knowledge and Skills of Teacher
Leaders: A Search for a Conceptual Framework. Paper presented at the annual
meeting of the American Educational Research Association, New Orleans, LA.

12. THE TERM TEACHER LEADERSHIP REFERS TO THAT SET OF SKILLS
DEMONSTRATED BY TEACHERS WHO CONTINUE TO TEACH STUDENTS
BUT ALSO HAVE AN INFLUENCE THAT EXTENDS BEYOND THEIR OWN
CLASSROOMS TO OTHERS WITHIN THEIR OWN SCHOOL AND
ELSEWHERE….AN IMPORTANT CHARACTERISTIC OF A TEACHER LEADER
IS EXPERTISE AND SKILL IN ENGAGING OTHERS IN COMPLEX WORK.
TEACHER LEADERSHIP ENTAILS AN UNWAVERING PASSION FOR THE
CORE MISSION OF THE SCHOOL AND THE COURAGE TO CONFRONT
OBSTACLES TO ACHIEVING THAT MISSION.
Danielson, Charlotte (2006). Teachers Leadership: That Strengthens Professional
Practice. Association for Supervision and Curriculum Development (ASCD),
Alexandria, VA.

13. TEACHER LEADERS SEE THEMSELVES FIRST AS TEACHERS;
ALTHOUGH THEY ARE NOT INTERESTED IN BECOMING
ADMINISTRATORS, THEY ARE LOOKING TO EXTEND
THEIR INFLUENCE.
Danielson, Charlotte (2006). Teachers Leadership: That Strengthens Professional
Practice. Association for Supervision and Curriculum Development (ASCD),
Alexandria, VA.

14. TRUE TEACHER LEADERSHIP… INVOLVES SPONTANEOUS
AND ORGANIC TEACHER INITIATIVE AND FACILITATION…
Danielson, Charlotte (2006). Teachers Leadership: That Strengthens Professional
Practice. Association for Supervision and Curriculum Development (ASCD),
Alexandria, VA.

15. TEACHER LEADERSHIP IS THE ABILITY TO ENCOURAGE
COLLEAGUES TO CHANGE, AND ENCOURAGE OTHER
TEACHERS (COLLEAGUES) TO DO THINGS THEY WOULD
NOT NORMALLY DO.
National Staff Development Council Conference (2006). Washington, D.C.

16. TEACHER LEADERSHIP IS THE ABILITY TO ENCOURAGE
COLLEAGUES TO CHANGE, TO DO THINGS THEY
WOULDN’T ORDINARILY CONSIDER WITHOUT THE
INFLUENCE OF THE LEADER.
Patricia A. Wasley.
National Staff Development Council Conference (2006). Washington, D.C.

17. …TO BE MOST EFFECTIVE, TEACHER LEADERS NEED TO
CONTINUOUSLY IMPROVE THEIR TEACHING SKILLS, BE
INVOLVED IN SCHOOL DECISION MAKING AND BE
INVOLVED IN THE PROFESSIONAL DEVELOPMENT OF
OTHERS.
Marilyn Katzenmeyer & Gayle Moller,
National Staff Development Council Conference (2006). Washington, D.C.

18. THE SUCCESS OR OTHERWISE OF TEACHER LEADERSHIP
WITHIN A SCHOOL IS HEAVILY INFLUENCED BY
INTERPERSONAL FACTORS AND RELATIONSHIPS WITH
OTHER TEACHERS AND THE SCHOOL MANAGEMENT
TEAM.
Marilyn Katzenmeyer & Gayle Moller.
National Staff Development Council Conference (2006). Washington, D.C.