Teacher leadership: a view from the inside

This study uses an ethnographic approach to examine teacher leadership in an economically disadvantaged school with a predominantly minority population. The purpose of this study was to identify conmen traits shared by teacher leaders as they lead the staff, students, and parents in transforming the school into a place of learning for all. This study builds upon earlier studies that affirm teacher leaders, collaboration and collegiality as the best hope for school reform. Through interviews with identified teacher leaders, the study offers possible motivational factors that place teachers as leaders in their profession, identifies the roles they play as teacher leaders, and explores their view of the school culture. The interviews revealed that these teachers shared a clear vision and a strong sense of purpose. They were willing to do whatever it took to realize that vision and accomplish that purpose. The roles they described could be categorized into four general categories: 1) School or District Curriculum work, 2) Support and Professional Development Provider, 3) Culture Builder, and 4) Lifelong Learners. The school culture in which they were able to exhibit teacher leadership was described as one ofhigh expectations and collaboration. KEY WORDS: teacher leader; school culture; school reform; collaboration in school