Leadership is recognised in both policy and research as a key enabler of innovation in schools. Numerous researchers have focused on how school leaders formally narrate their experiences of leading innovations including their observations of effect; however, modest attention has been paid to the processes through which leaders engage in innovative work. This study focuses on the work of project teams running Norwegian school projects that aim to advance teaching and enhance student learning using information and communication technologies. By employing cultural-historical activity theory, leadership is examined as enactment that is consequential to the directions of the work. The findings demonstrate that the locus of agentive actions change from moment to moment within sequences of interactions. Thus, leadership in this kind of work is not under the control of any of the actors involved or any specific individual: the centre does not hold. The study contributes to understanding leadership in innovative work by demonstrating how leadership is an outcome in emergent multi-voiced work processes. Moreover, the study indicates that the ‘making of newness’ involves innovative work at collective and individual levels, and suggests that projects conducted between loosely coupled partners would profit from adopting routines for the management of interactions.