ABSTRACT
This chapter explores the consideration of teacher leadership and professional development, in particular the themes of accidental leaders and teacher leadership in alternative contexts. The conceptual framework for the analysis is the Leadership for Learning (LfL) principles. These principles are the central part of a model developed through a seven-country collaborative research and development project that explored understandings of leadership, learning and the connections between them. First, two learning representatives who had been identified and acknowledged as teacher leaders by their peers, and by stakeholders at local and national level within the Scottish education system. Both LRs are experienced secondary school teachers who have been involved with the EIS learning reps initiative since the early days of its inception a decade ago and continue to teach in the classroom while carrying out union duties. These officials were an Assistant General Secretary and the EIS's Continuing Professional Development (CPD) LR Coordinator.
