How to be a Teacher Leader?

The sharing of leadership, like this art, can often be seen by an outside observer as an incomprehensible mishmash of ideas, styles and cultures that is the anathema of the standard way of leading. For me, just stepping into the role of building leader trying to determine what things to share and what to do on my own has been an interesting learning process.  I'm trying to wrap my head around the processes that need to be put in place to make the shared leadership a foundational piece of the culture.  

I've been exposed to multiple "experts" who say that a leader's job is to provide the vision and the inspiration to the organization.

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I've heard just as many say include your organization in the visioning process in order to get the most buy in.  I've also heard that for charismatic leaders often what they put in place falls apart when they leave.  I don't see myself as that kind of leader, but I do want to build a program so that after my eventual departure there are bedrocks in place that the next leader can build on.  

The previous leader of my building started some systems that I'm getting a handle on and staff participation seems to already be part of the culture here.  I'm trying to figure out how we can take what they've already begun producing and then implement it with fidelity.  

One of the ways that managing this process is helping to faciliate teacher leaders by providing opportunities for them to take charge of their own passions and intertwine them with the overall vision of high expectations for classroom learning and community relations.  Some teachers have essentially written their own job descriptions, which I then have put in my own words and provided back to them to see if that is what they meant.  I've also provided space and time and the disrtrict has provided stipends to pay for us to collaborate over behavior expectations and school culture.  

I believe, that based on the teams willingness to come in over their break, they feel that they have a say in the direction of the program.  I hope to continue to develop and strengthen this shared identity.  
​There is one thing I'm concerned about,  How do others deal with the perception, even the self perception, that you're not doing any "real" work.  By distributing the tasks and responsibilities I worry that teachers will think that I'm not doing anything.  Any suggestions from the readers would be appreciated.