The aim of this chapter is to explore the future of science education leadership by presenting a new perspective that challenges existing and entrenched practices. Building on our initial presentation at the 2023 European Science Education Research Association (ESERA) conference, we expand the discussion through a case study of the Danish Academy of Science Education (NAFA), which aims to enhance science education teaching on a national scale in Denmark. This chapter seeks to test and build theory by addressing how interdisciplinary perspectives can help science education leadership facilitate complex and dynamic challenges in science education. The chapter draws on theoretical perspectives from organizational learning, incorporating concepts such as distributed leadership, networks as organizational constructs, and professional learning communities as collaborative frameworks. We argue that networked leadership is a critical perspective in the evolving cultural landscape of science education leadership, particularly where the boundaries between formal and informal learning are increasingly fluid, and where conceptions of learning are seen as dynamic rather than static. Furthermore, we propose that collaborative network literacy is an essential skill for educational collaborations characterized by professional diversity and high complexity.