TEACHER LEADERSHIP: CHALLENGES AND OPPORTUNITIES

The modernisation of education in England is premised within policy texts on a hierarchy of organisational leaders from teachers through to the headteacher, and as such they lead and do leading in order to impact on learner outcomes within a marketised system. Alternatively policy in Scotland has a stronger sense of the public, and as such the teacher and their work with learners is being reformed in ways that are consistent with notions of consultation and development. The paper asks questions about the intellectual resources that teachers could draw on to develop their identities within a modernising system, and argues that teachers in England and Scotland would both benefit from work on teacher leadership located in pedagogic relationships