Who is best positioned to improve teacher quality in schools when many teachers believe things are working fine, and reforms are simply “the flavor of the month”? Who and what will make a veteran teacher try something new — really try something new? We argue that the answers to these questions rest in teachers themselves. That is, teachers improve teachers — themselves and one another — by engaging in teacher-led reform driven by teacher leaders (Margolis & Huggins, 2012).
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