The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. Less is known about how teacher leadership develops and about its effects. In addition, the construct of teacher leadership is not well defined, conceptually or operationally. Future research focused on the differentiated paths by which teachers influence organizational capacity, professionalism, instructional improvement, and student learning has the potential to advance the practice of teacher leadership. A conceptual framework is offered to guide such inquiry.

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In recent years, education policies have focused on raising the standards for paraprofessional qualifications, supervision, and development. Given the increasingly problematic rates of paraprofessional turnover, focusing on the retention of effective paraprofessionals is of equal importance. In an effort to understand the reasons for and costs of turnover and to identify strategies that increase the likelihood of retention, 53 district and school employees from six schools in three school districts were interviewed. The findings indicated that the costs of turnover are felt at every level within a school district: central office, school, team, and student. Also suggested were strategies for increasing retention, including ensuring a threshold wage, focusing on job matching early in the employment process, providing ongoing support and direction, and developing a team culture in which paraprofessionals feel valued.

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