ABSTRACT
This chapter examines how notions of teacher leadership evolve for the practicing teachers who take part in the university graduate level program and the implications of that evolution for strengthening teaching and learning. The work of teachers lies at the core of effective learning and academic growth, and teacher leaders often set the pace and standard for other teachers. When teachers entered the graduate program in teacher leadership, they viewed teacher leaders as mentors who collaborated with others and acted as lifelong learners always open to learning new idea. The chapter considers the teachers' definitions of their leadership work at the beginning of the program, during the program, at the end of the program, and 1 to 5 years after graduation. Once the teacher leaders completed the program and practiced their skills for 1 to 5 years, there were notable changes in how they characterized their work as leaders.
