ABSTRACT
In this chapter, the authors invite principals to think differently about professional learning for teachers than the traditional paradigm has dictated. They encourage principals to conduct a self-study of their own professional learning experiences. The authors describe some group structures and professional learning designs and offer an example of a comprehensive model that illustrates the teacher leading and learning process. They recommend strategies for principals to consider in confronting reluctant teacher learners. Principals can realize the importance of aligning teacher leadership with professional learning by reflecting on their own professional learning experiences. The principal's role in nurturing individual professional learning is one of "matchmaker" between the information they have about professional learning opportunities and teachers' interests and passions—all to improve student learning. As teachers move into structures for collective learning within a comprehensive professional learning model, teacher leadership will grow.
