ABSTRACT
We began our research for the TLLP by asking the question: “If experienced teachers were supported to be leaders of learning—their own learning, the professional learning of other teachers, and their students’ learning—what would these teacher leaders do and what would be the challenges and benefits?” (Campbell, Lieberman, and Yashkina, 2013, p. 1). From our initial TLLP research, we concluded:
The evidence is clear: these teacher leaders will do amazing things; they will initiate, innovate, implement and share a wide range of projects which can develop collaborative professional learning, improve practice and support student learning; they will experience success in tangible outcomes—such as changes in professional practice for instruction and assessment—and also importantly in the sometimes immeasurable benefits of being empowered, enabled and valued; they will navigate personal, interpersonal and practical challenges as their leadership is tested and grows; they will learn how to collaborate and share to spread knowledge and sustain improvements in practices; and they will demonstrate the professional, educational and financial value of self-directed, teacher-led innovative and effective practices.
(Campbell, Lieberman, and Yashkina, 2013, p. 52)