Leadership for learning: what it means for teachers

Abstract

Theories about teacher leadership and how it is manifested in practice have become prominent in recent times. Harris, Leithwood, Day, Sammons, and Hopkins' (2007) reference to a 'leadership industry' suggests that the discipline has become very susceptible to new theories or labels (p. 338). Recent theories (Spillane & Diamond, 2007), which loosely fit under the 'leadership for learning' umbrella, have emerged in response to the changing policy and professional context of schooling and to increasing concerns about student achievement. This emergence foregrounds the role that teachers can play in making a difference to student achievement. Our purpose in this chapter is to explore some of the meaning attributed to leadership for learning and what those understandings mean for teachers assuming leadership roles. We use case studies along with relevant literature to illustrate how teacher leadership is enacted in school settings in order to enhance student achievement.