Meeting new people in a school is one of the most energising parts of implementation work. It is also where the invisible labour of teacher leadership becomes clearest.
A teacher leader moves between teaching, mentoring, reporting and responding to needs that do not fit neatly inside a timetable. The role grows, but time and permission do not always grow with it.
“Support cannot be reduced to another training. Teacher leaders need clear roles, protected collaboration time, practical tools and leaders who notice the emotional as well as technical demands of change.”
When a teacher leader is supported, the effect travels: colleagues take more risks, ideas move faster and children experience a more coherent school.
