This article describes how teacher leadership emerged within schools with either a high level or a low level of readiness to establish a professional learning community. Through the perspectives of principals and teacher leaders, there were distinct differences in the emergence of teacher leadership the operation of shared leadership structures, and the principals’ actions to support the professional learning community. The schools were spread along an inclusive–exclusive continuum of participation. The differences in the principals’ perspectives of teacher leadership revealed either a collaborative or a detached association. Principal actions that supported teachers included listening, knowing, and learning about curriculum and instruction and consistent follow-through on commitments.
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