This chapter examines issues of power and equality shaping teachers (non) use of digital technology and extending these issues to examinations of leaders of school communities. While there are a number of examples in which communities are effectively marshalled by a leader, there are many more cases in which the process of leadership is fraught with challenge. This chapter takes a critical perspective on the language often used to describe the practices of leaders of communities, which 'tend to assume, or imply coherence and consensus' ("Organization Science," 14(3), 283-296, 2003, p. 287) characterised by a consistent, unified understanding by all participants. Discussion in this chapter examines the ways in which perceptions of power and authority influence the reification of practice within teacher communities. In particular, this chapter considers processes of the development of an identity as a leader through processes of imagination, alignment and engagement. The chapter concludes with an examination of the ways in which these processes shape interpretation of policy and knowledge enactment in school classrooms. [For the complete volume, "Digital Technology, Schools and Teachers' Workplace Learning: Policy, Practice and Identity," see ED573988.]