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.

中文翻译：

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跨越鸿沟：教师领导权转移的挑战

针对如何培养和支持教师领导者的问题，本文借鉴意义建构理论来讨论教师领导者从中介组织发展模范教育者 (DEE) 的思想转移。我们分享了基于两所城市学校教师和管理人员的定性访谈数据的调查结果。在描述了教师领导报告转化为实践的教师领导要素之后，我们提出了支持和限制教师领导的结构、规范和因素。