Developing Teacher Leaders: Building Capacity for the Future

By Luke Spielman, Principal, Park View Middle School, Mukwonago School District

Over the past two decades, school districts have established teacher mentorship programs to attract new candidates and support their professional growth. As districts compete for top candidates from a shrinking pool of applicants, they are increasingly promoting their mentorship programs. Similarly, candidates are more often asking about mentoring when weighing multiple job offers. Mentoring programs help new teachers feel supported and connected, which is essential to long-term retention. These programs also create leadership opportunities for experienced teachers.

In recent years, the conversation has evolved beyond teacher mentorship. Schools cannot rely solely on attracting new teachers; they must also invest in developing the leadership capacity of their current staff. A school culture that promotes teacher leadership ensures decision-making is shared, leadership is distributed, and school improvement does not rely solely on administrators. Shared leadership helps provide stability and support amid staffing challenges.

In Mukwonago, we have addressed the challenge by creating structures to support learners and leaders from within. One of our most significant initiatives is the district's Master's program, offered in partnership with a local university. What sets this program apart is that it is designed explicitly for Mukwonago teachers and is partially taught by district administrators and instructional coaches. Now in its fifth cohort, nearly 100 district teachers have taken part. The program has helped align professional learning with district priorities, ensuring our system moves forward together.

Beyond the Master’s program, we have expanded opportunities for teachers to join building-level leadership teams aligned with school goals, giving more staff a voice in shaping the direction of our work. Our implementation of Professional Learning Communities (PLCs) provides a structure for teacher collaboration, reflection, and data-driven decision-making. Additionally, we offer professional development opportunities for our teacher leaders to ensure they feel both prepared and empowered to guide their teams. Structural supports, such as common prep time for course-alike teams, give teachers time to focus on instructional practices and student outcomes. Lastly, staff-wide book studies support professional growth toward common learning goals.

As a district, we are seeing the positive results of these efforts as teachers become better able to see the link between their learning, instructional practices, and student outcomes. More teachers are stepping forward to lead professional development, showing a growing culture of shared leadership. Most significantly, these efforts in teacher leadership are boosting student achievement, the ultimate indicator of our success.

As districts face current staffing challenges, it's clear that our schools' success relies not only on attracting talented staff but also on retaining and developing the teacher leaders we already have.

Luke Spielman, 2025 WI Middle School Principal of the Year, will be presenting on this topic at the Middle & High School Principals Convention February 11-13, 2026 in Green Bay.