ABSTRACT
In this chapter, the authors examine the phases individuals move through when they confront a new way of working. They believe principals can take intentional actions to build teacher leadership; however, predictable risks exist in moving from being the person responsible for all the answers to facilitating many problem solvers—teacher leaders. The authors look at how individuals' differences can influence their passages through the phases of change and, in turn, influence how the organization moves through change. They address other entities principals need to get ready for this change, such as the school administrative team and central office leaders. Demands from the larger system and from changing student needs require continuous improvement and ongoing changes. The common themes should encourage principals to help teachers move through three stages of change: getting started, trying it out, and accepting a new way of doing business. Preparing for teacher leadership includes understanding the complexity of building a culture of change.
