Abstract
This article examines teacher leaders' development as they prepare to become P-12 school leaders. The Master's in Educational Leadership program at a Florida university provides teacher leaders with realistic practice in each of the 10 Florida Principal Leadership Standards (FPLS) in a P-12 school setting supported by a school-based mentor and university professor throughout the program. Teacher leaders train to become future school leaders by completing a targeted internship task focused on a FPLS during each course in the Master's program. The research presented in this article analysed data on teacher leader performance using results from the Florida Educational Leadership Exam (FELE), which is based on knowledge of FPLS and FELE competencies. In addition to FELE scores, the authors examined district mentor surveys from one course which focuses on communication and organisational structures. The district mentor survey was analysed to determine how teacher leaders grew in their knowledge and implementation of the competencies and state standards on communication and organisational structures from the perspective of their mentors during the program.