Teacher leadership must be based on a clear conceptual framework
"Executives manage the rudder"
"High performing organizations are nothing more than a set of concentric high performing teams"
Students are the main priority
Teacher autonomy is understood in conjunction with accountability to the school and students, the profession, colleagues, parents, and provincial teaching standards
Interviewers were told about cross-role leadership contributions by senior administrators, teachers, and staff
Administrators are "keen to support"
The school has a strong distributive leadership model
The strategic plan provides the important basis for a common vision
High levels of professionalism were expressed by interviewees
A strong positive morale is evident
Interviewees described a culture of interdependence
Dream Big emerged as a cultural norm
Teacher leaders' passion for their work is widely supported
There is a pervasive sense of optimism and hope
The school culture supports teacher leaders and teacher leaders shape the culture
It is "safe to try"
Working at the school is conducive to professional growth
It is safe to "put yourself out there"
The school provides a plethora of opportunities for teachers to lead
People need to learn how to collaborate, and collaboration is taught and modeled at Cypress School
New teacher mentoring is a frequently mentioned strength
A balanced perspective exists relative to early-career teachers and experienced teachers as teacher leaders
Degrees are important but not enough
Pre-service teacher education is a place to start learning about teacher leadership
"You don't have to do everything"
There is difference between authentic teacher leadership and "climbing the ladder"
Sports participation and coaching are valuable venues for learning about teacher leadership
There is a healthy awareness of the challenges and tensions related to teacher leadership and work group dynamics
Being a teacher leader can risk or at least change previous professional relationships