A single photo captures a moment in time. Time released photography allows the photography to capture a range of time. This allows the viewer to realize cause and effect, similarities and differences, and trends. The analogy continues into teaching in that leadership needs a broad view. This is more than just a single lens that captures one moment of time. It is ongoing recording of events, allowing for perspective.

When speaking of a teacher leader, this does not necessarily mean an appointed position. In fact, it usually means the extra work a teacher does in addition to the teaching job. It is work however that makes a difference ultimately for the quality of learning for the student. One of the books assigned in the teacher leadership module was A Hero's Journey. This book explained teacher leadership following the same model as many of the epic heroes in literature. At first they were living in innocence until they see the need for change in the system. The hero decides to take on the quest and along the way is challenged by obstacles from within himself and without. The hero learns from these obstacles and as such is able to defeat them. Finally, the hero reaches his goal.

Unlike the hero of the literature, a teacher leader's story never really ends. One goal may be achieved, but there are always more goals to be sought (more dragons to slay to stay with the analogy). At the school in which I work, the word efficacy is appreciated. From www.dictionary.com the definition is the capacity for producing a desired result or effect; effectiveness. I explain it to my students as the knowledge to know what must be done and the ability to do it. This greatly describes the teacher leader. It's someone who sees the problem and seeks a solution. He works both formally and informally to achieve a goal. He builds consensus, educates the uninitiated, agrees to disagree politely, and above all is patient. The multitude of talents can be seen in the brief help wanted ad--an assignment for our teacher leadership class.

Seeing what needs to be done is not always enough. Teacher leaders need to also be able to read and interpret data. As an assignment, I practiced interpreting test score data and providing possible solutions. My report discussed large discrepancies between math scores in 3rd grade and 5th grade and suggested some easily implemented strategies for reform. I further relied on data to suggest changes and lessons learned in Lesson 1-Photography Composition, Lesson 2 Video Storyboard, Unit 1-Advertising, and Unit 2-Editorials.

Another skill needed by a teacher leader is to be able to effectively communicate to colleagues. Again the methods are as varied as the number of teachers. One example is to use a staff development segment in the form of a breakfast/scavenger hunt. Another example can be posters to announce a coming event, call for volunteers, or gauge interest in a subject. The use of PowerPoint presentations is almost a staple in any public presentation. However, teacher leaders need to consider slide design techniques that allow the audience to focus on what the speaker is saying, not being overwhelmed with a multitude of words. Examples are the presentation on PowerPoint design and the presentation on copyright. Further, a teacher leader that advocates an issue needs to know how to work the system. They need to know both the formal and informal rules of getting things done. They need to know how to encourage, ask permission, ask forgiveness, and stand firm. They need to know when to move forward boldly and when it is advantageous to wait. On top of their skills and experience as educators, they are greatly aided by skills in advertising, public relations, politics, and counseling.

The topic in which a teacher chooses to engage can greatly vary. A teacher may want to work in an issue that involves the administration, the school board, and the community. However the issue may only affect the small group of teachers in the department. It may be something a teacher can implement individually or it may be something that requires a committee that works over a long period of time. In any of the situations, it takes a teacher with the resolve to donate the time, effort, and energy to work for a situation to improve student learning.