out of the isolation even good teachers feel in their classrooms. "It's extremely liberating," she says, "for teacher leaders to go to places where people are talking about learning and the issues of the day" (p. 56). Roland Barth (2001) agrees: "These teachers win something important. They experience a reduction in isolation; the personal and professional satisfac- tion that comes from improving their schools; a sense of instrumentality, investment, and membership in the school community; and new learning about schools, about the process of change, and about themselves. And all of these positive experiences spill over into their classroom teaching. These teachers become owners and investors in the school, rather than mere tenants. They become professionals" (p. 449).