ABSTRACT
In the United States, teacher leadership positions more than doubled between 1992 and 2007 and research indicates that many of these positions were filled by teachers new to the profession. Professional development for teacher leaders occurs through many venues including university coursework, district-sponsored professional development and on-the-job training. It occurs through longer term or ongoing learning pursuits such as National Board candidacy and Advancement, Individual Determination summer institutes. However, research shows that professional development alone does not adequately prepare teachers for leadership roles and responsibilities. Blackman found that traditional workshops followed by one-on-one coaching sessions were particularly effective in preparing teacher leaders since workshops hone technical skills and coaching develops more generalized skills. Hence, research supports serving beyond the classroom as a factor that develops teacher leadership in school cultures of collaboration and continuous learning. Both Anne and Doris felt that, best prepare teachers for leadership, professional development designed to improve teaching practice and build leadership skills.
