Teacher Leadership: 5 Questions to Know You’re Ready

Leadership isn’t just for those people with a title, and if you’re a teacher, you know that better than anyone. Some of the most influential leaders in a school don’t have a designated leadership role at all. They lead by example, through influence, and in the way they carry themselves in their classrooms, in meetings with parents, and conversations with colleagues. 

That said, the kind of teacher leader we’re talking about in this blog is the kind that’s defined by the National Education Association: a teacher who is looking to broaden their impact on student learning and wants to contribute to their school, district, and the larger profession in a more intentional way. Teacher leadership is about being a change agent in ways that not only support increased learning for students in your school and the professional learning of colleagues, but also enhance connections to the greater community. 

If you’re a teacher craving something more—a new challenge, additional ways to engage with your peers, or a desire to lead above and beyond what you do every day, this blog is for you. Everything you’re feeling is a sign that you’re ready to leap into teacher leadership. 

Why teacher leadership matters

From leading teams and coaching colleagues to engaging in school-wide decision-making, teacher leaders are a critical part of school improvement. When teachers take what they’ve learned and apply it to leadership opportunities outside their classrooms, there are several benefits:

• It’s a first step to considering school leadership. Maybe you’re a teacher who’s interested in becoming a principal or administrator someday, but aren’t sure where to begin. Taking on a teacher leadership role means getting an inside, holistic look at your school—one that helps you gain valuable experience and real-time problem-solving for the challenges and opportunities that are part of a school leader’s day-to-day life.
  
  
• It supports principals through distributed leadership. Research shows that effective teacher leadership, in concert with instructional leadership from a principal, is linked to improved student outcomes. You’re closer to the day-to-day lives of your students, so this kind of distributed leadership can center and elevate teacher voices at the same time that it helps your principal lead more effectively and share ownership of the school’s growth and success.
  
  
• It makes the education system more effective. As a teacher, you have the personal experience of working with children and families one-on-one and getting to know the lived realities of those in your classroom. You can offer invaluable perspectives on making sure all members of your school community are being represented when it comes to a new curriculum or how budgets are being allocated for programming. 

Some educators step into the role through instructional coaching or professional development facilitation. Others lead by redesigning curriculum, advocating for students, or building bridges between families and schools. Teacher leadership is also not a one-size-fits-all journey.  However you lead, what matters most is the intention and integrity you bring to the work. 

The list of questions below is designed to help you reflect on finding your own teacher leadership path by reflecting on where your natural leadership already shows up:

What do your colleagues already come to you for?

Take a moment to think about the informal roles you already play on your team. Are you the go-to person when someone needs help thinking through a lesson plan? Do people come to you for honest feedback, classroom management advice, or just someone to listen?

When your colleagues rely on you for support and insight, it means they already see you as a source of influence. And that’s leadership in action—whether or not your name is on a list as a grade-level team lead, the head of a specific professional learning community, or a mentor. 

Recognizing the patterns in how others lean on you, you’ll start to see the unique leadership lane you’re already carving out for yourself. Embrace it, and consider how you can intentionally deepen your impact in those areas. 

Where do you see potential, or feel compelled to act? 

One of the hallmarks of teacher leadership is the ability to see possibility, whether that’s in people, systems, or instruction. Maybe you’ve noticed that a school-wide routine isn’t serving ALL students well. Or you have an idea for a more inclusive approach to family communication. When something could be better, do you step forward to make it happen?

This is the key. Teacher leaders don’t just point out what’s broken. They imagine what’s possible and take steps toward that reality. Even if the steps are small—a new approach in a staff meeting, a hallway conversation with a peer about a difficult topic. Tiny or not, those steps matter.

And when that action is paired with a commitment to collaboration and feedback, it creates lasting change. Leading with a spirit of service and shared ownership is what makes the difference between a good idea, and a true shift in culture.

How do you respond when others succeed?

Leadership isn’t about being the best or the loudest. It’s about creating space for others to shine. If you find joy in a colleague’s breakthrough moment or celebrate a team win just as much as your own, you’re already demonstrating the heart of a strong leader.

This kind of leadership is about elevating others. Teacher leaders not only mentor—they build confidence. They know that when one teacher thrives, the benefits go far beyond just one classroom. 

They also understand that every shared win builds momentum. Celebrating others doesn’t take away from your growth, it multiplies it. When you help someone else lead, reflect, or thrive, you’re contributing to a stronger school culture. And in that way, your brand of leadership becomes contagious. It inspires others to rise, not out of competition, but out of collective belief in what’s possible.

Do you reflect on your practice, and invite others to do the same?

Self-awareness is a cornerstone of effective leadership. Teacher leaders are reflective by nature. They’re forever asking questions to learn from what they’ve done: What went well? What could I do differently next time? What was the lesson here? And they don’t stop there—they also bring others into the reflection process. Whether it’s co-planning with a fellow teacher lead, debriefing a professional development session, or discussing a part of a school-wide initiative, they make space for collaborative learning.

This collaboration doesn’t always have to happen in formal settings. Sometimes it’s the check-in after school, the shared “Whew, glad we got through that!” after a tough lesson, or the follow-up question after a staff meeting that creates the most meaningful growth. No matter what form it's in, teacher leaders normalize reflection as part of school culture—not just something you do when you’re being observed, but something you do because it models vulnerability, curiosity, and yes—improvement.

Are you ready to influence beyond your own classroom?

This might be the clearest indicator that you’re stepping into teacher leadership: you start thinking systemically. You begin to care not just about your students, but about all students. Not just about your team, but about the entire school culture.

To be clear: widening your aperture of care doesn’t mean you need to fix everything. It just means you’re ready to be part of something bigger. You might join a new-to-you school committee, volunteer to pilot a new instructional strategy in your classroom, or become a mentor for a new teacher at your school. Being ready to lead means actively wanting to expand your perspective and step into a little more complexity, too. 

What did your answers reveal?

If you took the time to answer these questions, maybe you’ve started to see yourself more clearly. Or, maybe you realize that there are ways you’re already leading that you hadn’t even thought about. That’s the power of reflection. It brings clarity to what’s already unfolding.

If you feel the pull to contribute beyond your classroom, to guide peers, or to improve something you know could be better, lean into it. You don’t need to wait for a title or a formal invitation. It’s about recognizing that willingness to step forward, and honoring it!

Teacher leadership isn’t about having all the answers. It’s about showing up with intention, care, and a belief that what we do together can be greater than what we do alone.

You’re more ready than you think. And, your leadership might be exactly what your school needs next.

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Are you thinking about school leadership? Do you see yourself as a school principal one day? Learn more about the National Aspiring Principals Fellowship.