Teacher Development for Urban Schools: From Preservice to Induction to Teacher Leadership

• In Event: Roundtable Session 10

Session Type: Roundtable Session

Abstract

This symposium was organized with the goal of “finding a place where both academic knowledge and teacher knowledge enhance a deeper understanding of how teachers learn to lead.” Participants will analyze three programs created to contribute to the development of urban teacher leaders: a pre-service Urban Teacher Fellowship for undergraduate students; a New Teacher Network induction program for teachers working in urban schools; and an Urban Teacher Leadership program for teachers who have been in the classroom for more than three years. Our goal is to examine, through the voices of participants themselves, the effectiveness of a developmental model that parallels an urban teacher’s path, one that engages and supports teachers at various stages in their careers.

Sub Unit

• Division A - Administration / Section 4: School Contexts

Chair

• Christopher B. Bjork, Vassar College

Papers

• New Teachers as Emerging Adults - Sam Intrator, Smith College

• Who Persists? How Context, Care, and Community Contribute to the Development of Teacher Leaders - Lisa Smulyan, Swarthmore College

• Pedagogic Dialogue With Dialogic Pedagogues: The Importance of Networks and Supports in Teacher-Leader Development - Scott Storm, Harvest Collegiate High School

• Observation and Response: Transferring Skills From Classroom to School - Caitlin Moore, Harvard Graduate School of Education

• Caught at the Copier: Intentional and Informal Mentoring for New Teachers - Stacey Carlough, Freire Charter School