Leading From the Middle

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Why it works

Many of the most important leaders in schools, teacher-leaders, instructional coaches, department and team leads, lead peers without formal authority over them, which requires leading through influence rather than position: building trust and credibility, strong relationships, listening and collaboration, leading by example, and persuading rather than directing. Research on teacher leadership shows this informal, influence-based leadership is powerful but demands skills distinct from positional authority, and that navigating the peer dynamic (leading without being seen as above colleagues) is central.

The research: Research on teacher leadership and leading without authority.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: lead through influence

Leaders leave with an influence-based plan for something they are leading toward.

Identify something you are trying to lead colleagues toward.
Assess your credibility and relationships (the basis of influence).
Plan to lead through trust, listening, example, and persuasion, not position.
Navigate the peer dynamic with humility and collaboration.

Influence, not authorityLeading from the middle moves colleagues through trust, credibility, relationships, and persuasion, not a title. Lead by example and collaboration, with humility.

Facilitator notes

Lead through influence and credibility.
Build trust and relationships, and lead by example.
Navigate the peer dynamic with humility.

Trying to lead peers by authority you don't have backfiresDirecting colleagues as if you were their boss breeds resentment. Lead through trust, credibility, example, and persuasion, with humility.

Adapt it

Coaches, teacher-leaders, team and dept leads: the same.
All settings: influence, trust, credibility, humility.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Leading From the Middle: influence, not authority

Move colleagues through credibility: trust, relationships, example, and persuasion, navigating the peer dynamic with humility.

What I am trying to lead colleagues toward:
My credibility and relationships (the basis of influence):
How I lead through trust, example, and persuasion:
How I navigate the peer dynamic:
A relationship to strengthen:

Make it stick

Influence, not authority:

Lead through influence.
Build credibility.
Bring an influence-based win to your team.

Common questions

How do I lead colleagues when I'm not their boss?

Through influence, not authority: build trust and credibility, strong relationships, listen, collaborate, lead by example, and persuade. Colleagues follow credibility and relationship, not a title you do not have.

How do I avoid seeming like I think I'm above my peers?

Lead with humility and collaboration, not directives. Position yourself as a fellow teacher who supports and learns alongside, not above. The peer relationship is everything.

What if colleagues resist?

Influence takes time and trust. Listen to concerns, build relationships, demonstrate value, and persuade rather than push. Credibility earned over time moves resisters.