This article contributes to the growing international education base regarding different types of professional learning--teacher leadership, study groups, coaching, lessons study, and planning--by examining policies that support teachers across three countries.

Through a university-rural school partnership, principals and teacher leaders were coached by a university professor to improve teacher optimism and collaboration. The approach benefited teacher and student outcomes and school culture.

Definitions of teacher leadership versus teacher professionalism can be fraught with ambiguity, making it difficult to identify when teacher leadership is emerging. A study of teachers' perceptions reveals some key attributes of teacher leaders.

In the attentive, targeted mentoring framework, mentors shift their focus from helping beginning teachers merely survive the first year to empowering them to thrive and impact student learning.

As societal and classroom demands for accountability increase, teacher educators are challenged to prepare and support new teachers for the realities of today's classrooms. Sometimes the preparation and the realities appear to be in conflict. University-based teacher educators may stress critical thinking and active learning. School-based teacher…