How Can School Cultures and Wider Networks Enable Teacher Leadership to Flourish?

Abstract

In this chapter an earlier definition of teacher leadership is extended to reflect the importance of continuous professional learning and how this becomes the impetus for teacher leadership as spheres of influence are realised. A vignette describing a teacher with a practice focus, albeit inside a designated leadership role, extends the earlier intent of teacher leadership with a learning orientation. The potential of networks beyond individual schools for teachers without formal leadership roles is featured to explore issues of practice alongside other teachers. It is argued that wider networks can compensate for teachers working in environments which are not conducive to professional learning. Indicators of schools with collaborative learning cultures are presented, particularly what it takes to form trusting relationships where teachers are able to learn alongside their colleagues without fear of repercussions. Two program examples illustrate the potential of learning networks. The first is the HertsCam Network from England. The second is the IDEAS program from Australia. These examples show the possibilities when schools focus on building the leadership capacity of teachers as recognition of the importance of their input in the development of school-wide pedagogy. The terminology of learning relationships is then taken into a discussion of mentoring and coaching to explore how issues of practice can become topics for joint reflection and inquiry, all the while recognising that such learning relationships require professional learning too.