CHAPTER 10 School- and District-Level Leadership for Teacher Workforce Development: Enhancing Teacher Learning and Capacity M . BRUCE KING More than 90 years ago, in the Seventh NSSE Yearbook, Charles Lowry (1908), then the Chicago district superintendent of schools, out- lined five avenues for the improvement of teachers: 1) supervision, 2) work undertaken voluntarily by teachers, 3) work required of teachers, 4) work stimulated by rewards or advancement in position, and 5) mis- cellaneous efforts. Fast-forward to the mid-1990s, when Goertz, Flo- den, and O’Day (1996) captured an emerging consensus for im- provement when they argued for five different avenues for building capacity for systemic reform: 1) articulate a vision for reform; 2) provide instructional guidance to help realize the vision; 3) restructure gover- nance and other organizational structures to facilitate learning; 4) pro- vide necessary resources; and 5) establish evaluation and accountability measures that help provide incentives and address barriers. These rec- ommendations suggest that teacher workforce development is best addressed through a coherent system of strategies across many levels and activities (e.g., initial preparation and induction, recruitment and selection, evaluation and compensation). Thus, leadership for teacher development and capacity building, the central theme of this chapter, becomes critical. In the conventional form of U.S. school and district organization, educational leaders manage a bureaucracy and the workforce within it, and the practice of leadership is largely hierarchical and gendered. Leadership responsibilities are associated with specific, official positions within the hierarchy and tend to focus on administrative matters rather than instructional ones (e.g., Elmore, 2000; Smylie & Hart, 1999). As with most attempts at educational innovation and reform, changes in 303 M. Bruce King is a Research Scientist at the Wisconsin Center for Education Re- search at the University of Wisconsin, Madison.