ABSTRACT
In early childhood settings, educators are part of a collective of adults and children, working alongside and with each other. This chapter describes the reciprocal relationship between leadership and collective educator professional learning for transformational and long-term sustained change in pedagogical practice. This relationship is often overlooked in curriculum change and, as a consequence, inspirational innovations arising from professional learning experiences can disappear over time, while unexamined and habitual thinking and ways of working reassert themselves. The author argues that a service-wide professional learning system is critical for effective long-term change. Centre leaders or managers have major responsibilities for developing systems and processes to nurture professional development and learning in a safe, inclusive, emotional environment where educators can take risks in practitioner research, professional dialogue, and critical reflection. As educators share positive experiences of exploring, examining, shaping, and reaffirming their practice, support for continuous change and a commitment to shared transformational intent is established which leads to the growth of educator identity and professional opportunities throughout the service.
