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.

For a traditionally marginalized group of Black and Latinx students participating in an interdistrict transfer program to a suburban school district, one teacher leader advocated for and created more equitable conditions.

The authors challenge educators to engage with and for others to build communities that are relevant and meaningful.

In this multiple case study, the author analyzes the work of three elementary school teachers who served as instructional support specialists in reading, ESL, and gifted education.

Considering the constructs of teacher leadership, the author provides a practical starting point for systematically encouraging and developing teacher leaders using Danielson's framework for teaching.

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.

Inside and outside of the classroom, teacher-led advocacy is a critical part of the job and another way to serve students.

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.

The voices of district leaders, principals, teachers, and students at two award-winning schools both encourage and challenge the reader to reflect on going green.

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.

The authors' study reveals leadership opportunities fostered by National Board Certification in the areas of instructional leadership, association leadership, and policy leadership. Discover how this certification program yields these opportunities.

Using the Teacher Leader Model Standards as a guide may help teachers and administrators put a collaborative, forward-thinking mind-set into action.

This is the story of a teacher leader who helped lead change in an urban elementary school by creating a new culture of support for beginning teachers. Specifically, she led focused, collaborative inquiry around discussion-based teaching to improve teaching effectiveness, and she created a school-wide coalition of support for beginning teachers to…

As the responsibilities and challenges of special education teachers at the secondary level increase, their roles are expanding to include mentor, coach, and facilitator for other teachers. In these roles, they lend their expertise and skills to become the new teacher leaders for today's inclusive secondary classroom settings.

This is a wonderfully provocative question that might be answered simply: Yes, teachers can be leaders! Much more complicated and interesting, though, are the specifics of how teachers become leaders and the different ways teachers lead. Before considering how teachers become leaders, there is a need to understand the context within which teachers…