ABSTRACT
This chapter offers an illuminative evaluation of programmes which have supported non-positional teacher leadership over many years and in many countries. Evidence is drawn from programmes in 20 countries in the UK, Europe, the Middle East and Central Asia to explore teacher transformation, practice transformation, school transformation and transformation beyond the school. The range of evidence drawn upon includes rich narratives and testimony from teachers, including those who have played facilitation roles and engaged in robust advocacy for non-positional teacher leadership. The voices of teachers are prominent.
