What Makes Effective Professional Learning for Teachers so that They Can Lead Learning?

Abstract

This chapter extends the learning orientation of teachers who engage in leadership work because of their strong moral purpose to make a difference to students. An illustrative vignette captures this intent to show the appeal of a practice focus for leadership work. Adult learning theory is used to emphasise the importance of paying attention to the processes which help teachers to learn, recognising that professional learning requires more than content knowledge. Being a learner first, and a leader second, is how the pathway to leadership is portrayed. Issues of how and when leadership awareness and learning should begin are discussed as well as what that leadership learning might entail. Four examples of system provisions for leadership learning in different country settings illustrate how multiple partners can support teacher leadership learning. The chapter rounds off with a discussion about the role of self-assessment in leadership learning, in particular the use of an online tool trialled in 12 countries to acknowledge leadership learning needs. In this way possible benefits for individuals are signalled when structured opportunities are available for them to identify their existing leadership competencies and those they are still to develop.