Leadership redefined: An evocative context for teacher leadership

Abstract

Teacher leadership has been shackled by archaic definitions of leadership and timeworn assumptions about who can lead. Such ideas have situated leadership in the hands of a few formal leaders. Teachers have not seen themselves reflected in these prevailing notions, nor invited into the process. This article argues that a new definition of constructivist leadership and accompanying assumptions opens the way for teachers to consider themselves as leaders. Further, it proposes that building leadership capacity through broad-based, skillful participation in the work of leadership invites teachers into the processes and actions of leadership. Several strategies that characterise such work are advanced and described.