ABSTRACT
This chapter presents ten recommendations for policy makers, school principals, teachers/education practitioners and all who work to improve education around the world. They are intended to influence the provision of programmes or activities designed to support the development of teachers, practice and schools. The chapter concludes by arguing that critical pedagogy is crucial and can be nurtured by empowering and enabling teachers as agents of change. Readers are reminded about the downloadable guidance materials and workshop tools that can enable anyone to initiate and facilitate support for non-positional teacher leadership.
