Constructions of teacher leadership in three periods of policy and reform activism

Abstract It is primarily within the last two decades that 'teacher leadership' has emerged as a prominent element of reform strategy and policy rhetoric. Three bodies of data spanning 14 years show how the meanings of teacher leadership vary, paralleling shifts in policy goals and strategies. Over time, designated teacher leadership roles have become heavily weighted toward institutional agendas over which teachers have little direct control and over which teachers themselves are divided. Much formally defined teacher leadership accomplishes a division of labour without entailing much initiative on matters of purpose and practice. Yet in each of the reform periods—from progressive and relatively decentralised to conservative and strongly centralised—some instances of teacher leadership constitute genuine initiative in teaching, learning and schooling. Such cases present existence proofs that illuminate both possibilities and dilemmas. From them we have begun to learn how teacher leaders might mobilise resources for teacher learning and educational reform.