Teachers move at different paces through the sequence. There are times when a leader is unable to lead that a mentee fills in before completing the sequence. The sequence is repeated for each new component a teacher leads. The rate projects are scaled up seems to force us to move too fast at times. Leadership development is a long process. Teacher participants however, seem to appreciate all levels of leaders when the leaders share experiences and provide opportunities for teachers to do the unit lessons rather than "tell" them how to do it.

In best case there is continual collaboration in planning. We have successfully tried lunch talks where multiple teams are involved in talk about their work (facilitated by a TOSA). In multi-day sessions we meet before and after the sessions to reflect on aspects of leadership and to refine plans. Preparing and redesigning course syllabus together in the planning phases is also important to "owning the workshop."

Mentorship: Process of Leadership Development

- Participate in professional development as a learner
- Teacher application of the experience with children in the classroom
- Observer through the lens of professional development (participate in workshop)
- Collaborate with an experienced facilitator to assist with professional development
- Co-facilitator (gradual increase of responsibility for leading workshop)
- Lead facilitator
- Mentor