ABSTRACT
This chapter argues that traditional conceptions of teacher leadership owe much to the presumption of a classroom, or a formally designated site, where teacher instructed learning takes place, but that the rise of the Internet, with its ready availability of information, has resulted in a shift towards much greater autonomy in student learning. Traditional theories related to instructional leadership have tended to see leadership as "those actions that a principal takes, or delegates to others, to promote growth in student learning". The chapter discusses the perceptions of students, teachers and parents about this shift to teacher-less learning, and the consequences it has for how we are to understand teacher leadership, especially where it concerns student learning in in-school and out-of-school situations. It also states that in order to sustain the spirit of autonomous learning, it must be embedded into a more tightly structured learning environment with reference to the points and modes of teacher intervention.
