The Role of Teacher Leadership for Promoting Professional Development Practices

• In Event: Teacher Learning, Pipelines, and Development in School/University/Community Partnerships

Abstract

The authors’ of this paper explore the development and growth of ten mathematics’ teachers and one program director in a University-based mathematics professional development organization that has been established for over ten years. Teacher leaders’ profiles, motivations and beliefs about mathematics practices were examined to determine what elements of belonging to a professional mathematics development organization shaped their classroom practices and role as a teacher leader in a professional development organization. Interviews with the director of the organization were conducted to gain insight to the evolution and progression of the organization through social changes, political policies and reform efforts. The organization capitalizes on the idea of “teachers-teaching-teachers” and the human desire of belonging, to grow and sustain teacher membership.

Author

• Patricia A. Dickenson, National University