In this article we clarify emergent constructs of teacher leadership for learning based on evidence of teacher leaders' instructional leadership activities that contribute to schools' organizational capacity for instructional improvement and learning. Theoretically grounded within distributed leadership, we used a systematic, configurative approach to analyze 39 studies published between 2003 and 2018. We found evidence of how teacher leaders build and maintain professional networks, build positive professional community and trust, and encourage professional growth. We accentuate the promise of "teacher leadership for learning" as a means to build organizational learning and capacity to improve instruction. We discuss implications for future research as researchers and practitioners continue to refine and apply leadership for learning activity within distributed leadership structures.