Teacher leader and teacher leadership: A call for conceptual clarity

Education systems cannot afford to lose promising teachers who could be the school leaders of tomorrow. My work shows a need to promote leadership as learning for teachers and students rather than as management and administration, heavy workloads and disconnectedness from students and their learning. Conceptions of leadership that allow teachers to see professional learning as the reason for their work make a contribution to school leadership as a whole. Schools benefit from leaders at all levels no matter their distance to classrooms. School cultures can stimulate leadership practices when professional learning exchanges among teachers are reciprocated. Professional learning is dependent on school leaders making the time and space available to support and encourage teacher leadership as an attractive option for teachers. An example of a reflective tool (heuristic) is highlighted for its potential value in reflecting on the content knowledge needed by leadership aspirants making the transition to leadership for learning work. This paper draws upon the longitudinal ‘Teachers of promise’ study of New Zealand teachers’ conceptions of leadership work, experiences and insights into why it matters for the profession and individuals to ensure teacher leadership is valued and possible. We need more conceptual clarity on who counts as a leader, the scope of leadership work and how it can be supported to capture those with potential to influence the work of colleagues as well as student learners.