ABSTRACT
This chapter revisits the challenge of scaling up that was first introduced in Chapter 3 and argues for an organic approach to growth. Evidence of how support for non-positional teacher leadership can become sustainable is examined. The conditions that would allow support for non-positional teacher leadership to flourish are explored. These include a different policy climate, authentic consultation about reforms, enhanced leadership development for school principals and sufficient autonomy to be able to adopt transformational leadership strategies. The challenge of the intensification of teachers’ workload would need to be addressed and universities should review the modes of scholarship they bring to programmes for teachers. The chapter concludes with a call for epistemic justice.
