Teacher Leader Identities and Influences as Defined by Liaisons-in-Residence

Abstract Recognizing the importance of developing professional identities and valuing the work of school-based teacher educators, this chapter outlines a specific context in which teacher leaders self-identified and worked across contexts to support teacher development within their schools. This chapter’s primary focus includes the perceptions and experiences of teacher leaders in school–university partnerships connected to one university in one identified role: liaison-in-residence. Three themes resulted from analysis of transcripts, journals, and memos: teacher leader identity developed within democratic leadership; teacher leader positionality stirs tensions in professional identity; and service and equity as key guideposts for leading and learning.