David

• Teachers have the potential to exercise dynamic leadership in schools, thereby enhancing the possibility of school and social reform.
• Teachers as leaders framework involves conveying convictions about a better world by articulating a positive future for students, showing a Genuine Interest in students' lives, gaining respect and trust in the broader community, contributing to an image of teachers as professionals who make a difference, and demonstrating tolerance and reasonableness in difficult situations.
• Teachers as leaders strive for authenticity in their teaching, learning, and assessment practices by creating learning experiences related to students' needs, connecting teaching, learning, and assessment to students' futures, seeking deep understanding of tacit teaching and learning processes, valuing teaching as a key profession in shaping meaning systems, encouraging a shared, schoolwide approach to pedagogy, approaching professional learning as consciousness raising about complex issues, facilitating understanding across diverse groups while also respecting individual differences, and syn
• Teachers as leaders facilitate communities of learning through organization-wide processes by confronting barriers in the School's culture and structure, testing the boundaries rather than accepting the status quo, engaging administrators as potential sources of assistance and advocacy, accessing political processes in and out the school, and standing up for children, especially marginalized or disadvantaged individuals or groups.
• Teachers as leaders translate ideas into sustainable system of action by organizing complex tasks effectively, maintaining focus on issues importance, nurturing networks of support, and managing issues of time and pressure through priority setting.
• Teachers as leaders act on opportunities for others to gain success and recognition, adopt a no-blame attitude when things go wrong, and create a sense of community identity and pride.