ABSTRACT
Utilizing ecological and teacher social network frameworks, the relative strengths and weaknesses of educators who both teach and lead teachers are explored. In the United States, the No Child Left Behind Act 2002 significantly changed the policy landscape, leveraging both rewards and sanctions to more forcefully demand pedagogical transformation when groups of students failed to 'achieve' on high-stakes tests. The level of respect for teachers with which these efforts are carried out varies from school to district to state, but one 'new normal' is that teachers can no longer work in isolation, detached from their colleagues and the larger curriculum. To assist in deepening these idealized connections between teacher development, collaborative school reforms and student achievement, teacher leaders are increasingly being called to action. Specifically, when the HTL's drew explicitly from their knowledge of kids, content, curriculum and teaching to support teachers, both their respective staffs and the HTL's themselves were more satisfied.
