"...they accept responsibility for student learning and have a strong sense of self."

This is an occupation like no other in that we are in charge of little individual humans with lives outside of our classrooms. We can only control what happens in our immediate environments, and we can't take on all of the blame when learning fails, but our efforts to reach a student and feel we can have a positive influence can translate into student achievement.

"...lead within and beyond the classroom..."

This kind of thought sets my teeth on edge. I think because it implies (to me) that a good teacher goes above and beyond, which is an unfair expectation. How do we balance total devotion to our students and our lives outside of school?

"They are reflective inquisitive, focused on improving their craft, and action oriented; they accept responsibility for student learning and have a strong sense of self"

It is so important to be a reflective practitioner. I have always believed that once you are no longer working to improve your craft, it is time to move on to something else. It is never just "good enough". We must strive to be the best that we can be and to always be improving ourselves and helping those around us to improve as well.

My favorite quote is “Do the best you can until you know better. Then when you know better, do better.”

―Maya Angelou

This is what I strive to live by both as an educator and a person. To always be improving and learning so that I can do and be better.

In order to be an influence on students, colleagues, and our community, a leader is "reflective, inquisitive, and focused on improving." They are "action-oriented and accept responsibility" This reflective nature, allows one to have a "strong sense of self." If I have a strong sense of self, then I know my limitations, keeping me curious, and I know my strengths keeping me confident to face another day.

"Teachers who are leaders lead within and beyond the classroom."

I think this means teachers seek to improve their school in many different ways. Teaching are great at pouring into their students and guiding them to improvements, but students are only a part of our school. We should also seek to improve and assist our colleagues. I believe this also goes with just being a leader in your community and fighting for what is right. I do not think this means you must go above and beyond always. We can fight for improvement without it being our life's work.

What is the best way to implement alternative leadership models without overwhelming teachers and causing "burnout"?

How do we make sure to encourage teacher leaders without overwhelming them? Often so much is placed on a teacher when they are identified as a leader. I just wonder how we can spread the love in order to avoid burn out. Often times we have a vocation to be a teacher but leadership expectations apply a lot of pressure.

As I have read about the four domains of leadership strength and the eight dimensions of leadership, I'm still trying to "categorize" myself and my role within my professional learning community. Are there more indepth examples to read about, so I can see how these play out? Are there questionaires to fill out to see where I may "fall" in these domains or leadership types? I can play out hypotheticals all day and find myself in all areas, but what in my personality leans to one or the other? How can these help me find my "sense of self", so I know which I need to play into and which I need to stay open and curious about?

• “Teachers who are leaders lead within and beyond the classroom." - This is huge! Teachers who take the time to support their coworkers outside of their own classroom always stand out. These are teachers who know the value of supporting the entire school body, and the impact it has on student achievement.

How does a leader stay in tune with all faculty as he or she rises into higher leadership positions?

How do schools, teachers, and/or administrators introduce new leadership models or ideas without causing sudden uproar/panic? I understand that change brings questions and sometimes confusion. How do we avoid disrupting the culture of the school (if it's already a good one) when new leadership ideas are brought forth?

"Dreams of making a difference... by engaging with colleagues or working within a professional culture."

This is my key take away as we are often encouraged or discouraged by those around us. Teacher leaders recognize the end goal of making a difference and is focused on student learning by building a relationship with colleagues to better one's craft and influencing one another.

Phrase -Teacher Leadership is not just about taking on a formal leadership role but about actively contributing to a community of learners, supporting improvement, and fostering an ongoing conversation or idea of reflection, learning, and practice.

Teacher leaders..."accept responsibility for student learning and have a strong sense of self" (Lambert)

Leaders should model a belief in teacher efficacy and consistently communicate the powerful impact educators have on student learning. By focusing on the potential within our classrooms rather than attributing challenges solely to external factors, leaders can inspire a culture of ownership, optimism, and continuous growth.

As teacher leaders, how do we find a balance between opportunities to lead and times we need to be following the lead of others?

"They are reflective, inquisitive, focused on improving their craft, and action oriented; they accept responsibility for student learning and have a strong sense of self."

I ALWAYS want to get better, and I want my colleagues to get better as well!

"...dreams of making a difference"

As a leader, you never quit "dreaming" and working on visions/goals to achieve those dreams. You work and lead others to help make a difference in a person or community. As you achieve one goal, you are setting another one because you never want to stop climbing higher and improving.

I do believe we should "influence others toward improved educational practices", but is "influencing" enough?

How do teacher leaders how to we distinguish when we need to lead, when we need to encourage others to step up to lead, and when we need to follow others leadership?

"Teacher leaders are those whose dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues or working within a professional culture."

How can I minimize stress and continue having a healthy work environment in the school?

How do you foster a culture of continuous learning, improvement, and professional development in your team?

With every opportunity for professional development and growth, I am revived with new ideas and set new goals for myself.

"...dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues..." "they accept responsibility for student learning". I really like the use of the word reawakened. When you have taught for as long as I have, you tend to sometimes lose your drive/love for teaching. This, in turn, reflects to the students that we really don't care whether or not they learn. Working with others gets me excited to try new methods and ideas.

I loved how the Day and Harris quote showed the different roles teacher leaders should take for overall school improvement, specifically the role as the "learner".

Know and connect the whys.

“The process by which teachers, individually or collectively, influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement.”

How do we transform those team members who are checked out and/or close minded?