This article argues that school leaders should act as teachers of their colleagues. In doing so, they assume tasks similar to those of any teacher: they plan curriculum, they design appropriate learning opportunities, and they develop consensus among their students/colleagues on what should be done to act upon their learning. The discussion centers on the converging consensus from research on each of these tasks. The topic of school renewal and restructuring is employed to illustrate in each instance how a “leader as teacher” would think through and execute these tasks.
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