Throughout the past year’s series of “Teachers Are Leaders” articles, I’ve described the roles of teacher leaders and the benefits they provide, including enhancing instructional quality, student learning, and teacher retention (Katzenmeyer & Moller, 2009; York-Barr & Duke, 2004). As I wrap up this series, I encourage districts and education systems to be intentional about developing pipelines for teacher leaders. Developing teacher leaders requires intentional design, deliberate support, and a focus on real-world skills that teachers need to lead effectively.

Based on my own experiences and research (Richardson, 2019), establishing a teacher leadership development program involves three essential elements: identifying participants, creating learning materials, and designing a program structure that supports leadership growth while teachers remain in the classroom.

Selecting teacher leaders

Effective teacher leadership programs target educators who remain classroom-based while taking on leadership responsibilities. Participants should demonstrate both competence in instruction and an internal drive to expand their knowledge, experiment with strategies, collaborate, and seek feedback. They should not be confused with aspiring administrators or teachers merely holding a title. Ideally, participants have at least three years of teaching experience and a professional license.

Selection should be a collaborative process. Teachers may self-identify as leaders, but administrators must also recognize potential beyond the classroom. Leaders must have legitimacy among their peers earned through demonstrated success, and administrators must distinguish them from “teacher prototypes” — teachers who meet norms but may lack the desire or capacity to lead.

Learning materials and content

Programs should address personal and interpersonal competencies that teacher leaders often find challenging. Components include:

• Teacher professional identity. Courses and workshops that help teachers reflect on their personal journeys, understand how experiences shape their professional identity, and connect success to both student outcomes and relationships
• Leadership concepts. Exposure to diverse leadership models, distributed leadership, and the idea that leadership is about service, collaboration, and enabling others to succeed
• Practical skills. Communication, conflict resolution, strategic decision-making, and goal setting adapted to school contexts
• Contextual awareness. Understanding school culture, micropolitics, and administrative practices to navigate challenges effectively
• Self-efficacy and reflection. Encouraging self-awareness, continuous learning, advocacy for students, and inquiry-based problem solving
• Teacher leader model standards. Used as a framework to guide professional development and clarify leadership expectations

Program structure and approach

Teacher leadership development should be framed as a lifelong learning process integrated with school and district improvement plans. Effective programs combine formal training with experiential learning opportunities, offer differentiated professional learning, and provide consistent reflection and feedback. Distributed leadership models, clear role definitions, and ongoing administrative support are essential for sustaining teacher growth.

Hampton City Schools: A testimonial

In Hampton City Schools in Virginia, our journey began in 2016 when we adapted the focus of professional learning for instructional coaches. My colleague Heather Peterson and I had extended our coach training to teachers in formal leadership roles, but quickly realized classroom-based teacher leaders were navigating a very different context. They weren’t just leading peers — they were teaching while leading.

We launched a two-year teacher leadership series, including an introductory session and eight full days of professional learning (spread out over the two years) focused on communication, collaboration, professional learning, and leadership. Job-embedded learning activities occur in between professional learning days. The program is embedded in the fourth and fifth years of our five-year induction program.

Early outcomes demonstrate the efficacy of this structured leadership pipeline approach. Among the 310 teacher leaders who have graduated to date, there have been 15 internal promotions, including six to building administrator roles, and many participants have been recognized as teachers of the year in their schools or the district at large. In addition, 85% have continued to work in the district.

This diverse group represents the district’s investment in pathways and pipelines that support teacher growth and retention. By understanding the unique needs of this audience and providing structured learning opportunities, we’ve seen a tangible impact on leadership capacity, student learning, and teacher retention.

Putting it into practice

To summarize from my district’s experience and from research, districts seeking to develop teacher leaders should:

• Identify classroom-based educators with demonstrated competence and internal drive.
• Offer a mix of formal learning and experiential opportunities.
• Integrate leadership development into broader strategic plans.
• Provide sustained reflection, coaching, and feedback.
• Foster school cultures that value collaboration, distributed leadership, and professional growth.

By designing intentional teacher leadership pathways, districts can cultivate confident, skilled educators ready to positively influence peers, classrooms, and school systems. That’s an investment worth making.