To me, teacher leadership means creating and leading change on a varying scale. This could be a small, personal change or development being investigated or could be a larger scale cluster/region research project and everywhere in between. Teacher leadership is not defined by what or who you are leading, but by the fact that you have seen a gap in a certain area and are taking initiative to do something about it. Coming into teaching at a time in which teacher leadership is a phrase that is used to mean the leadership of some kind of change, as opposed to leadership of people, has benefited me. I know colleagues who have found it more difficult to separate this idea but as more teachers become involved in undertaking teacher leadership opportunities and sharing their experiences I believe this will change. The teacher leadership programme has been a structured way to explore my questions and create new ones. I had an idea in my head of a broad area I wanted to investigate through my enquiry approach but I have broadened my interest and understanding in this area beyond where I thought I would due to the nature of an enquiring approach. As I discussed in my post about an enquiry approach, it is a cycle that continues and although this programme is coming to an end and I have some answers to my initial questions, I feel only at the start of what will be a continual cycle of question, investigate, develop, create more questions and so on…