Collective leadership employs a sociological lens to locate leadership in the context and relationships from which it emerges. It has been defi ned as a process of collective meaning making, developmental capacity building, and collaborative action. Its focus is directed toward developing groups of people empowered to act together to bring about change. This goal is what lies at the core of teacher collectives, which are teacher-led peer learning communities designed to create democratic and reflective learning spaces for teachers. Teachers are empowered as structures are initiated within the education system for them to deliberate about how learning happens, share their challenges with each other, and execute solutions that are within their reach. By exploring multiple perspectives through collective leadership opportunities, teachers are more willing and better equipped to bring change to the classroom.