Responding to questions on how to develop and support teacher leaders, this article draws on sensemaking theory to discuss teacher leaders’ transfer of ideas from Developing Exemplary Educators (DEE), an intermediary organization. We share findings grounded in qualitative interview data from teachers and administrators in two urban schools. After describing the elements of teacher leadership that teacher leaders reported transferring into practice, we present the structures, norms, and factors enabling and constraining teacher leadership.
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