School Leadership & Management, vol. 23, issue 4 (2003) pp. 421-430
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.
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