In this article the author presents an account of the development of support for teacher leadership in Egypt based on the non-positional approach promoted by the HertsCam Network in the UK. The article is informed by a doctoral study recently undertaken by the author, Amina Eltemamy, in which she used an action-based methodology to amplify the voices from her collaborators -- teachers from private schools in Egypt. The discussion examines the highly socially stratified context for development, one which requires transformational educational reform. The article explicates a programme which is contributing to this reform. Key issues such as the role of senior leadership teams in creating conditions that enable teacher leadership to flourish are addressed. Current plans to develop the programme's international links and to extend the approach to state schools are also explored.