56.080-6 - Developing Teacher Leadership and Expertise Through Lesson Study and Action Research: A Cross-Cultural Dialogue

• In Event: 56.080 - Roundtable Session 23

Session Type: Roundtable Session

Abstract

Empowering teachers to become instructional leaders in their schools, districts, and communities is a key lever for improving student achievement. Actionable models are needed for schools to construct and sustain communities of practice that give teachers the opportunity to collaborate and draw from a shared and growing knowledgebase with user-friendly structures and protocols. Teacher-led lesson study and action research have played a crucial role in improving teaching, implementing curriculum standards, and developing teachers for decades in high-performing systems. This symposium is devoted to uncovering the mechanisms of such practices. Through multi-perspective examinations of processes, tools, and support systems, it also addresses the viability of cross-cultural adaptation and shares promising findings from a U.S. implementation study.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 8: Teacher Professional Development: Impact on Teacher Practices and Student Learning

Chairs

• Erin Craig Henrick, Vanderbilt University

• Rongjin Huang, Middle Tennessee State University

Papers

• Systemic Support for Teacher Leadership: A Closer Look at the Shanghai Teacher-Expertise Infusion System - Xiu Cravens, Vanderbilt University; Jianjun Wang, East China Normal University

• Developing Teachers' Expertise in Mathematics Instruction as Deliberate Practice Through Chinese Lesson Study - Xue Han, Dominican University; Rongjin Huang, Middle Tennessee State University

• Developing Teachers' Understanding of Mathematics Teaching Practices Through Chinese Lesson Study in the United States - Kyle Prince

• From Shanghai to the United States: Developing Instructional Leadership Through Teacher Peer Excellence Groups - Xiu Cravens, Vanderbilt University