The Teacher Leadership journal was launched in 2006 to enable teachers in the HertsCam Network to build professional knowledge. In response to interest both nationally and internationally, the journal increasingly carries material from teachers in other parts of the world.

Teacher Leadership is dedicated to the publication of accessible accounts of teacher-led development work. Articles and stories demonstrate how teachers can exercise leadership and contribute to the development of professional knowledge in their schools and more widely.

All of the material in Teacher Leadership, apart from a brief editorial, is either written by teachers or by the editors on behalf of teachers.

Articles for Teacher Leadership are not sent out to referees for review.  Rather, publication is limited to articles that are based on material that has been assessed for award-bearing purposes.

Teacher Leadership is in two parts.  The first part includes brief articles (around 3-4,000 words) written by teachers and edited by the Editorial Team.  The second part includes short ‘stories’ of teacher-led development work written by the Editorial Team on behalf of the teachers who led the projects described.

Individual articles and stories are downloadable free of charge when you register with this site.

“In a policy environment in which the authentic voice of teachers is rarely heard, this journal is an
important,challenging and timely contribution, enabling teachers to speak for themselves.”
 (John MacBeath, 2006)