In recent years teacher leadership has undergone one major
revolution and is in the process of undergoing another. The first
came about as schools turned out to be far too complex for the
responsibility of formulating and achieving their goals to be
vested entirely in principals and head teachers. As a consequence,
the rise of distributed leadership as an alternative model for
understanding schools and their functioning is now commonplace. The
second major revolution affecting teacher leadership is the rise of
the Internet and ICT, and the way these give rise to greater and
more flexible opportunities for students to become autonomous
learners. Autonomous student learning now occurs in significant new
ways and under parameters that are far more expansive than
school-based learning. An effective model of teacher leadership
thus needs to capture these changes in order to reflect the new
realities of student learning and student engagement with their
schools.
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