Sue Swaffield is Associate Professor at the University of Cambridge Faculty of Education, UK. She co-founded the Leadership for Learning Cambridge network in 2001. Her university teaching and research in the fields of educational leadership, school improvement and assessment for learning build on two decades teaching and advising in state schools.Phil Poekert is Director of the University of Florida Lastinger Center for Learning, USA. Beginning his career in the classrooms of New York, California, and Florida, Phil has led efforts in practice, policy, and research to improve student success against three critical milestones—kindergarten readiness, third grade reading, and algebra—at scale.

• 1. Introduction 2. The evolving knowledge base on leadership and teacher professional learning: a bibliometric analysis of the literature, 1960-2018 3. Leadership for professional learning towards educational equity: a systematic literature review 4. Seeing anew: the role of student leadership in professional learning 5. Working across time and space: developing a framework for teacher leadership throughout a teaching career 6. A transformative professional learning meta-model to support leadership learning and growth of early career teachers 7. Cultivating a schoolwide pedagogy: achievements and challenges of shifting teacher learning on thinking 8. The teacher leadership in Kazakhstan initiative: professional learning and leadership 9. Understanding values embedded in the leadership of reciprocal professional learning by teachers 10. Assessing the success of teacher leadership: the case for asking new questions 11. Dynamic structural integration: a metaphor for creating conditions to facilitate teacher-centered organisational learning 12. Teacher collaboration for change: sharing, improving, and spreading 13. How do ecological perspectives help understand schools as sites for teacher learning? 14. School leadership for professional development: the role of social media and networks 15. Multivoicedness as a tool for expanding school leaders’ understandings and practices for school-based professional development 16. Exploring school leaders’ dilemmas in response to tensions related to teacher professional agency 17. The challenge of keeping teacher professional development relevant 18. Leadership learning: the pessimism of complexity and the optimism of personal agency