The Leader Within: Understanding and Empowering Teacher Leaders will assist schools in developing effective teacher leaders based on the Teacher Leader Model Standards. The goal of growing a culture of teacher leadership is to assist in creating a school culture committed to raising student achievement. This book is not intended to be solely used as a means of professional development, but to grow teacher leadership in schools and school districts. The center of effective teacher leadership is empowering teachers to be leaders in establishing a culture that is focused on student development and growth.

Brian K. Creasman, EdD is currently superintendent of Fleming County Schools in Kentucky and is the 2020 Kentucky Superintendent of the Year. He is a published author and has served as an assistant superintendent, a high school and middle school principal and assistant principal, and an instructional technologist and classroom teacher.

Foreword
Preface
Acknowledgments
Introduction
Chapter 1
Domain 1 Fostering a Collaborative Culture to Support Educator Development and Student Learning
Group processes for collaboration
Listening, presenting ideas, and leading discussions
Facilitation skills to create trust among colleagues
Inclusive culture and diverse perspectives
Understanding different backgrounds, ethnicities and cultures
Domain 1 Summary
Chapter 2
Domain 2 Accessing and Using Research to Improve Practice and Student Learning
Accessing and using research
Analysis of student learning data
Collaborating with outside organizations
Collect, analyze, and communicate data
Domain 2 Summary
Chapter 3
Domain 3 Promoting Professional Learning for Continuous Improvement
Planning professional learning
Adult learning
Professional learning among colleagues
Technologies to promote collaborative and differentiated professional learning
Quality professional learning
Job-embedded professional learning
Providing constructive feedback to colleagues
Emerging education, economic, and social trends in planning
Domain 3 Summary
Chapter 4
Domain 4 Facilitating Improvements in Instruction and Student Learning
Collection, analysis, and use of classroom- and school-based data
Reflective dialog with colleagues
Mentor, coach, and content facilitator
Team leadership
Emerging technologies
Diversity and equity in the classroom
Domain 4 Summary
Chapter 5
Domain 5 Promoting the Use of Assessments and Data for School and District
Improvement
Use of multiple assessment tools
Interpreting student data to improve educational practice and student learning
Climate of trust and critical reflection
Using data to promote changes in instructional practices
Domain 5 Summary
Chapter 6
Domain 6 Improving Outreach and Collaboration with Families and
Community
Effective interactions among colleagues, families, and the larger community
Effective communication and collaboration skills with stakeholders
Culturally responsive strategies to enrich the educational experiences of students
Diverse educational needs of families and the community
Comprehensive strategies to address diverse educational needs
Domain 6 Summary
Chapter 7
Domain 7 Advocating for Student Learning and the Profession
Local, state, and national trends and policies
Advocate for teaching and learning processes
Securing additional resources that support student learning
Professional resources, including financial support and human and other material resources
Advocate for the profession in contexts outside of the classroom
Domain 7 Summary
Final Thoughts about Teacher Leadership