As a unit, we believe a leader is an individual who can influence people within an organization towards continuous improvement and change. There is no one best way to influence people. Leaders, however, must lead according to the readiness level of the people in the organization that they are attempting to influence (Zigarmi, Blanchard, O'Connor, & Edebum, 2000). We believe one must have the ability to analyze a situation, determine the appropriate leadership style the situation warrants, and take action. We believe people have the potential to grow, and given an opportunity, can and will respond. Part of this equation, however, is that leaders must first have high expectations of themselves. As educators, we know the impact of teacher expectations on student behavior and achievement (Livingston, 1998). Schools today need a collaborative effort between principals and teachers (Sparks, 1999). According to Barth (2001), teachers who become leaders experience personal and professional satisfaction, a reduction in isolation, a sense of instrumentality, and a new learning about schools and the process of change all of which are reflected in curriculum development and instructional practice. We believe that schools that have strong, effective principals and empowered teacher-leaders tend to be high-performing learning organizations (Blasé and Blasé), 2001; DuFour, 1999).