The Transformative Power of Teacher Leadership

Dear Friends and Tutoring Advocates,

When we invest in the leadership skills of our teachers, we’re not just improving instruction—we’re reimagining what’s possible in public education. And yet, despite all we know about its power, developing teacher leadership remains one of the most under-leveraged strategies in education today.

As we head into June and bring another school year to a close, I want to share a few reflections on why this issue has been so important to me - professionally and personally - and how we at New Jersey Tutoring Corps (NJTC) are working to change the narrative.

Before I was appointed to lead NJTC, I had the privilege of working at Educational Testing Service (ETS), a non-profit organization that develops and administers educational tests and assessments. In this role, I convened the “Teacher Leader Exploratory Council” - a group of educators, higher ed leaders, and school administrators committed to defining what teacher leadership looks like when done well. Together, we developed the Teacher Leader Model Standards, which are now used as a foundational framework in almost every U.S. state and more than 20 countries. It was one of the most inspiring collaborations I’ve been part of, because it didn’t just theorize about leadership—it showed how teachers can lead right where they are - in and beyond the classroom walls.

Last year, I was thrilled to co-author a chapter on teacher leadership in the book Catalysts for Change. The experience allowed me to share the observations through interviews of many teaching leaders, administrators, and state education staff to fully define meaningful ways classrooms, school districts, and states can better prioritize teacher leadership and bring it to life. If you are interested, please let me know. I would be happy to provide you with a PDF.

One of the big takeaways I’ve seen over the years is that our best teachers—the ones with real leadership instincts—are often “promoted” out of the classroom into administrative roles. And while many go on to become excellent school leaders, it’s a real loss when we remove those leadership skills from daily instruction.

Imagine if Serena Williams had been told she could no longer compete but could coach a team full-time instead. You’d still benefit from her wisdom—but you’d be missing the magic.

The same is true in our schools. We must create systems that cultivate teacher leadership without forcing great teachers to leave the classroom.

Research backs this up. Studies from the Wallace Foundation and Learning Policy Institute show that leadership development—especially when teachers are deeply involved in professional learning, curriculum design, and peer coaching—improves student outcomes, increases retention, and strengthens school climate.

At NJTC, we’re putting that theory into action. Teacher leadership isn’t just an abstract idea here—it’s baked into our operations.

We’ve built a structure that allows our tutors to grow, lead, and support one another—without having to wait for a promotion to do it. Here’s how it works:

• Site Coordinators are embedded at each tutoring location. They handle logistics and serve as the point of connection with schools and communities, but just as importantly, they foster local leadership.
• Instructional Coaches observe and support tutors weekly. They provide feedback, mentorship, and real-time support, helping tutors refine their craft and deepen their instructional impact.

This dual-layered support system gives our tutors a clear, actionable pathway to build their leadership capacity. Think of it as a lattice, not a ladder—offering multiple ways to grow, not just one narrow route to the top.

As a result, we’re seeing our tutors step up—not just as great educators, but as team leads and future instructional coaches. We’re not just helping them serve students better today—we’re helping shape the educator workforce of tomorrow.

Programs like NJTC show how tutoring can be more than just academic support—it can be a leadership incubator. Training and supporting early-career educators in real instructional settings gives them the confidence and competence to stay in the profession and take on more responsibility over time.

A 2023 study by RAND Corporation found that teachers who receive formal mentorship or leadership development are 43% more likely to remain in the profession after five years. That’s not just theory—it’s strategy.

Want to Learn More?

If you're interested in diving deeper into teacher leadership, here are a few resources I recommend:

• Ingersoll, R., & Smith, T. (2003). The wrong solution to the teaching shortage. Alexandria, VA: ASCD.
• Jackson, T., Burrus, J., Bassett, K., & Roberts, R. (2010). Teacher leadership: An assessment framework for an emerging area of professional practice
• Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd edition)
• Mieliwocki, R., & Fatheree, J. (2019). Introduction by Bassett, K. Adventures in teacher leadership: Pathways, strategies, and inspiration for every teacher
• Schleicher, A. (2012), (Ed.), Preparing teachers and developing school leaders for the 21st century: Lessons from around the world.
• Smylie, M. & Denny, J. (1990). Teacher leadership: Tensions and ambiguities in organizational perspective.
• Jacques, Catherine, Bosso, Weber, G., D., Olson, D., Bassett, K. (2026). From Great to Influential: Teacher Leaders’ Roles in Supporting Instruction.

You already know that NJTC is committed to ensuring every public school student in New Jersey who needs tutoring receives it. But that’s not where our value ends.

We’re proud to be a space where innovation happens—not just for students but also for educators.

Thank you for being part of this journey. Together, we’re not just supporting students—we’re empowering future leaders, strengthening our educator workforce, and transforming public education from the ground up.

With gratitude,

Katherine Bassett, CEO