In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. Different social and educational movements have granted dialogue a significant role for leading change. Educational research has advanced knowledge on using a dialogic approach for mobilising schools and communities. Building on the research conducted under the INCLUD-ED project, schools and communities together engaged in participation processes that enabled teachers, children, families and community members to lead the transformation of their schools. Based on a first attempt to theorise this phenomenon, this article explores the concept of dialogic leadership and accounts for the contributions from educational and teacher leadership oriented to promote change and improvement. First, a general overview of the relevance of dialogue in the "dialogic turn" of societies and social sciences will be provided. Second, the role of dialogue in different leadership models will be analysed especially considering the relevance granted to dialogue in the teacher leadership model. Third, a conceptualisation of the model of dialogic leadership will be proposed and final remarks highlighting the relevance of conducting empirical work to further elaborate on this conceptualisation will be put forward.