Education reform initiatives continue to push schools to improve methods of measuring accountability intended to improve student achievement in the United States. Federal programs like the Teacher Incentive Find (TIF) provide school districts with funds to develop and implement school accountability and leadership programs. Teacher leadership is one of the concepts being formally developed amongst these initiatives. My applied thesis project focused on work I conducted with a team of researchers at American Institutes for Research, where we evaluated a teacher leadership program in its third year of implementation. Teacher leadership is facilitated through distributive leadership. School leaders distribute responsibilities that provide teachers with opportunities to extend their expertise outside of their own classrooms. My thesis explores teacher leadership roles and investigates implementation across the client school district. It also discusses how particular anthropological theories about communities of practice, learning, and identity can provide a foundation for conceptualizing teacher leadership implementation and the social interactions between program actors.