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Abstract The authors explore the need for teacher leadership in the context of national trends in teacher education. The concept of teachers-as-leaders is portrayed as a natural outgrowth of the convergence of several forces: The standards movement, school improvement initiatives, actions by the National Education Association and the National Commission on Teaching and America's Future teacher career development, and the emergence of professional development schools. Using these forces as a backdrop, the authors describe professional education programs at Johns Hopkins University which prepare teachers for new roles as leaders in their schools, school districts, states, and the profession. Included among the Hopkins' programs is one leading to a Master of Arts in Teaching and one which confers a Master of Science in Education in Teacher Leadership. Both programs emphasize knowledge and skills which enable graduates to assume teacher leadership positions from early career stages through retirement.
Clemson-Ingram et al. (Wed,) studied this question.