Most of the researchers involved in exploring the concept of teachers as leaders agree that it is distinctly different from administrative or managerial concepts of leadership. Various studies indicate that effective teacher leadership involves a move away from top-down, hierarchical modes of functioning and a move toward shared decision-making, teamwork, and community building (Alvaredo, 1997; Coyle, 1997).

In addition to projects like these, a few degreed teacher leadership programs have sprung up around the country: Jacqueline B. Vaughn Graduate School for Teachers, Chicago, IL; Center for Educational Leadership, California State University, Hayward, CA; Teacher Leadership, Wheelock College, Boston; Teacher as Leader, University of Wisconsin-Milwaukee; Teacher Leader Program, Wright State University; and the Urban Teacher Leadership MS at Georgia State University. These programs and other studies continue to examine the qualities and/or behaviors that distinguish teachers as leaders (Alverado, 1997; Crowther, 1997; O'Hair and Reitzug, 1997; Paulu and Winters, 1998; Wynne, 2001). The majority seem to agree that teacher leaders:
* Demonstrate expertise in their instruction and share that knowledge with other professionals,
* Are consistently on a professional learning curve,
* Frequently reflect on their work to stay on the cutting edge of what's best for children,
* Engage in continuous action research projects that examine their effectiveness,
* Collaborate with their peers, parents, and communities, engaging them in dialogues of open inquiry/action/assessment models of change,
* Become socially conscious and politically involved,
* Mentor new teachers,
* Become more involved at universities in the preparation of pre-service teachers, and
* Are risk-takers who participate in school decisions.

In addition, several studies indicate that one of the most significant developmental skills is for teachers to become active researchers in their classrooms and schools. For all of these qualities to be sustained, however, many argue that a shift in governance needs to take hold, embracing the idea of teachers as equal partners in leadership. Researchers insist that teachers are too often left out of the loop of leadership in their schools; and, all too often, if given leadership roles, lack the skills that will make them successful as leaders (Sherrill, 1999; Zimpher and Howey, 1992). Many teachers need encouragement from administrators and colleagues to shift from their perception of isolation into recognition of themselves as active contributors in a larger context, outside classroom walls.