Joanna Higgins, Linda Bonne
School-based instructional leadership of professional development initiatives is important to embedding high quality instructional practices, so that students’ mathematics achievement is enhanced. By looking beyond designated leadership positions it may be possible to explicate alternative enactments of leadership in primary schools as they are played out in the school setting, with a specific focus on setting up school structures that support mathematics teaching. This paper uses a backward mapping strategy to explore ways of conceptualising instructional leadership in primary mathematics, as well as identifying school support structures that enable teachers to advance towards a vision of high quality mathematics instruction.