ABSTRACT
Each school’s culture affected teachers’ perceptions of their professional roles and identities, ability to exercise agency and contribution to change. Where working in a school for those with profound and multiple learning needs, it might be expected that relationships, communication and care would be prioritised, while classroom teams would naturally be conducive to collegiality. External and internal reporting structures, coupled with the many initiatives and projects, overlaid on to myriad daily arrangements in a busy, multi-agency school, sometimes seemed to teachers to over-complicate improvement activity and created overwhelming expectations and tensions. Schools can provide ‘opportunities for skilful participation, inquiry, dialogue and reflection’ which should evoke leadership in all teachers, inspired by working collaboratively and engaging each other within a professional culture. Professional learning an.
