Question 1: One sentence.

Teacher leaders are those whose dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues

Question 2: One phrase.

position themselves as sources of expertise and information on teaching and learning 

Question3: one word

contribute

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

If you lead your students well then they can lead others. Leading is a personality trait that can make a difference in and beyond the classroom.

Being a teacher leader means continually reflecting on and improving one's practice every year. They must take actions that are visible in a way that influences others to improve their practice.

Leaders are active participants and not spectators or directors. They need to take ownership and engage in helping students to learn and grow.

"lead within and beyond the classroom"

"promote"

I believe teacher leaders are not only responsible for leading students, but also other teachers and colleagues. If we truly have a passion for teaching, we must let that bleed over to other teachers to keep the profession growing. The world is making it very hard to be a teacher, but we must keep pushing!

Sentence: We MUST build capacity within the building and community to touch the students we love and serve.

Thought phrase -we can't keep the amazing things to ourselves

Word- reflective

What do teacher leaders do when their growth mindset clashes with colleagues' fixed mindsets?

How can we engage teachers who do not believe they need to work together or be a follower?

How is the state going to provide support for teachers who are willing to add these extra credentials to their licenses? Who's responsibility is it to find time during the day to support new teachers if planning times or lunches don't sync?

How can teacher leaders build trust and capacity among peers without contributing to burnout for themselves or others?

How can teacher leadership remain collaborative and authentic in environments with differing levels of readiness for change?

Teacher leaders are determined to make a difference by working together and supporting other teachers and students.

Teacher leaders are not just there to teach. They engage the students and other teachers to continue to improve educationally. They dream of making a difference in knowledge, socially, and craft.

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

Teacher leaders are always looking for ways to improve for their students and school. They are continuous learners who apply what they learn to improve their craft. They also take their knowledge and share it with others when it is needed. Teacher leaders help build positive cultures that others want to work in while also building an enviroment that strives for success.

How do teacher leaders work to balance their desire for collaboration and shared input with other leaders who do not share the same understanding or vision?

1. How do I lead other teachers that have more experience than me and are not as willing to change? OR how do I lead teachers that believe they have it all and are not willing to see other perspectives?

2. What are the best practices when having to handle pushback for decisions?

Teacher leaders are more than just teachers of academics. They play an important role in leading in the classroom but also outside of it in real world situations as well. Not to mention, setting the example of HOW to be a good leader- to both students and colleagues.

A teacher leader is someone that builds relationships with others; teachers, admin, students, parents. It is an ever changing role, that focuses on positive school improvement.

How can I be a teacher leader that allows for others to value my knowledge, experience, and desire to help and not view me as someone “trying to tell them what to do” or “be above them?”

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

Teachers are role models to the students in their school. The students look up to these teachers, so modeling positive behavior will impact these students within the school walls and for years to come.

What are some ways to prevent teacher burnout, as a teacher leader, amid the growing list of expectations and responsibilities put on teachers?

Teacher Leaders have to be continuously redefining and reframing approaches to best meet the needs of improvement with instruction and achievement.

One Phrase: Working Within a Professional Culture-It has been my experience that Professional Learning Communities give teachers a time to reflect and redirect on teaching and learning.

One Word: Reflective-Self-awareness is so important to developing strengths and weaknesses in a leader. I had to learn that even though I live by the phrase, "Make it Happen" at all costs, I had to add, "calmly" so that others were sharing the tasks.

A lingering question I have...It is my belief that relationships with students, teachers, and teacher leaders must engage as part of a team. How might I learn to make connections with today's teachers in ways that are meaningful, inspiring, and encouraging to them.

1. How should it be approached when the leadership model being used is not effective? How can I as a teacher leader, help other leaders that I work with find their strengths?

As a teacher leader, how do I approach my colleague when I do not agree with what/how they are doing something. Or if I think that something can be done better/more effectively. I do not like coming across as bossy or demanding. A lot of times I would rather do things myself than to get into those hard conversations.

In a world where teaching is becoming more difficult and so many teachers are wanting "out", how can I be a positive encourager (leader) of change with all of the extra responsibilites and expectations being placed on teachers?

As a Library Media Specialist, how do I encourage and promote change to classroom teachers who are overwhelmed or burnout? They often think that we have forgotten what it is like to be in the classroom and don't necessarily understand. I want to be a positive influence, while leading them in the right direction.

The perspectives reinforce the idea that teacher leadership involves collaboration, professional growth, and a shared responsibility.

How can teacher leaders support teachers who have fixed mindsets in ways that reduce resistance and promote adaptation to change?

Q1: Teachers who are leaders lead within and beyond the classroom.

Q2: "influence others toward improved educational practice."

Q3: Making a difference

Overall: Good leaders reach beyond the stars. They see the light and dark and they collaboratively work with others to build a community of change makers. Through empowerment, teacher leaders inspire and lead with purpose, building the confidence, capacity, and collective strength of staff and students to achieve lasting success.

As an instructional coach, my job is to help "fuel" teachers to grow, learn from each other, and feel confident stepping into leadership so we can improve teaching and learning together.

Q2: focused on improving their craft

Q3: inquisitive

This phrase from the 3rd quote resonated with me. "translate principles of school improvement into

individual classrooms and individual practices" Teacher leaders are able to show other teachers what they can do to help improve the school and their practices. It goes beyond their individual classrooms.

The word that (really two words) that I wanted to share was student learning. I also like school improvement. The goal is for students to learn what the state has outlined academically but also what they need to know to be productive citizens in their community.

“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.

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

improving