Understanding values embedded in the leadership of reciprocal professional learning by teachers

A starting point for realising connections between leadership and professional learning is to focus specifically on teachers and their conceptions of leadership. Typically, leadership is understood as a designated position with a defined role and responsibilities for individuals. An alternative conception is to view leadership as collective rather than individual work to enhance student learning. This article advances leadership for professional learning through explicit recognition and application of actions underpinning four professional values (professional discretion, collegial obligation, reflective inquiry and discourse and evidence-based practice). These values are intrinsic to collaborative learning cultures. The literature supporting them points to important actions for the creation and maintenance of these cultures. The article explores this literature and justifies particular teacher leadership actions that help collaborative learning cultures. These actions are captured in a sample survey instrument designed to stimulate in-school discussions on productive ways to work towards teacher leadership in cooperative settings. Sample data are analysed to indicate how teachers' individual views produce a school profile, which can be used as a prompt to determine whether the basis for reciprocal professional learning by teachers is evident or requires further development. The survey tool makes explicit the foundations for teacher leadership as collective activity.