As the science chair at a high-performing high school, Jesse is responsible for supervising and supporting 22 science teachers. He is a solid teacher, and his peers consider him a good leader. He is comfortable with the meetings he runs, where the group focuses on announcements, procedures, and materials. Recently, Jesse’s principal told him that the school will be making a shift — they’ll use meeting time for team learning. Jesse is not prepared for a shift to team time focused on the improvement of student learning. Considering his new challenges, Jesse wonders if he can be an effective leader. He is not knowledgeable about what is involved in leading adults in school improvement and his role in that effort. Let’s look at how NSDC’s