A Clearer Vision: Creating and Evolving a Model to Support the Development of Science Teacher Leaders

2017 ◽  
Vol 48 (4) ◽  
pp. 811-837 ◽  
Author(s):  
Brett A. Criswell ◽  
Gregory T. Rushton ◽  
Scott P. McDonald ◽  
Tugce Gul
Keyword(s):  
Science Teacher ◽  
Teacher Leaders

Defining teacher leadership

2018 ◽  
Vol 100 (3) ◽  
pp. 38-44 ◽  
Author(s):  
Rebecca Cheung ◽  
Thomas Reinhardt ◽  
Elisa Stone ◽  
Judith Warren Little
Keyword(s):  
School Improvement ◽  
Science Teacher ◽  
Conceptual Framework ◽  
Teacher Leadership ◽  
Research Team ◽  
Teacher Leaders ◽  
Effective Instruction ◽  
District Level ◽  
Local School

Teacher leadership is widely thought to be critical to the success of local school improvement efforts. But it’s often unclear what teacher leadership entails, precisely. Supported by district-level staff, and with assistance from a university-based research team (the authors of this article), a group of science teacher leaders created a conceptual framework to guide their work. Teacher leadership, they concluded, involves four main activities: collaborating with teachers, modeling effective instruction, providing resources, and advocating on teachers’ behalf.

Collaborative professional learning: cultivating science teacher leaders through vertical communities of practice

2019 ◽  
Vol 45 (3) ◽  
pp. 472-487 ◽  
Author(s):  
Kristen Trabona ◽  
Monica Taylor ◽  
Emily J. Klein ◽  
Mika Munakata ◽  
Zareen Rahman
Keyword(s):  
Science Teacher ◽  
Communities Of Practice ◽  
Professional Learning ◽  
Teacher Leaders

Effectual Reasoning and Innovation among Entrepreneurial Science Teacher Leaders: a Correlational Study

2017 ◽  
Vol 48 (6) ◽  
pp. 1297-1319 ◽  
Author(s):  
Anita M. Martin ◽  
Fouad Abd-El-Khalick ◽  
Elisa Mustari ◽  
Ray Price
Keyword(s):  
Science Teacher ◽  
Teacher Leaders ◽  
Correlational Study

A Model for Selecting Exemplary Mathematics and Science Teacher Leaders

2018 ◽  
Vol 3 (1) ◽  
pp. 67-73
Author(s):  
Susan D. Nickerson ◽  
Meredith Vaughn ◽  
Lisa Lamb ◽  
Donna Ross ◽  
Randolph Philipp ◽  
...  
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Teacher Leaders ◽  
Teaching Practice ◽  
Effective Teacher ◽  
Informal Leadership ◽  
Situated Knowledge ◽  
Leadership Roles ◽  
Mathematics And Science ◽  
Selection Of

Teachers’ situated knowledge of the classroom and teaching suggests that they can play an important role in promoting and supporting change in teaching practice even if they are not formally designated as leaders. We selected 32 secondary mathemat- ics and science teachers and supported them in enrich- ing their instructional practice and in becoming in- structurally-focused teacher leaders. We describe the qualities we sought in teachers who were to become effective teacher leaders, and we share the ways in which we assessed those characteristics. We explain our rationale, instruments, and interview questions used in the selection of the teacher leaders. After four years, our teachers have served and continue to serve in numerous formal and informal leadership roles. We offer three recommendations to administrators for nurturing teacher leaders.

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