ABSTRACT
In this chapter, the author leadership role as a teacher educator expanded through two opportunities. The first was involvement in a national project training language assistants teaching in UK universities. The author familiar with the institution in many respects, this role represented a step change and there was an awful lot to learn: financial modelling, feeding into/responding to institutional policies and decision-making, curriculum development, staff recruitment and retention. Disciplinary leadership is important in justifying and defending the discipline, securing its future without perpetuating a narrow view of the discipline – the echo chamber that is a potential hazard of community of practice theory. The idea of legacy has long dominated other discourses and is potentially problematic if individuals think about their legacy while they are in the present, rather than retrospective reflection.
