The author states that being a leader is more than being put "in charge" of something. It means sharing and modeling what's best for students. She describes real-world teacher leadership as participating on or heading committees or acting as department heads for some teachers. While for others, it means mentoring other teachers, asking probing questions in faculty meetings, or simply modeling best practices. Developing teacher leaders is essential for real school reform, and that to effect change, a teacher must have the respect of colleagues. Teachers carry credibility with their colleagues in a way that principals and central office staff cannot. Administrators can support teacher leaders by: expanding their definition of leadership; playing to the strengths of their best teachers; pairing new teachers with strong leaders; and understanding that delegating authority does not diminish, but rather increases their power.