ABSTRACT
This chapter explores the links between teacher leadership and another concept central to effective school reform: professional development. It provides a brief overview of the current state of professional development research. The chapter reviews the empirical research available on teacher leadership illustrates its potential as a successful school reform strategy that can improve teaching and learning. The research literature suggests that achieving changes in instructional practice and student achievement requires professional development that is collaborative coherent based on content matter focused on instructional practice and sustained over time. The development of teacher leaders is such a form of professional development. Nevertheless, the advancement of teacher leadership as a form of job-embedded professional development and school reform is becoming more prevalent, and it may hold promise for increasing the quality of teacher learning in the United States and elsewhere.
