Teacher Leader Sense-Making of a District-Supported Mentorship Program

• In Event: 64.086 - MTCC Roundtable Session 27
  In Roundtable Session: 64.086-15 - Leadership Ties to Teacher Self-Efficacy, Retention, and Curriculum Implementation

Abstract

Part of a larger three-year grant funded project, the researchers studied teacher leader sensemaking of the district-supported, teacher leader developed mentorship project focused on building capacity of teacher leaders to support novice teachers. Using a case study design, data were collected through artifacts, surveys, observations, and interviews of teacher leaders appointed by the district (grant participants) and school-based teacher leaders serving on school improvement teams. Major themes included ambiguity/uncertainty, empowerment, structural conflict, and tenacity. Findings suggest two specific needs: 1) more opportunities for teacher leaders (and teachers, in general) to engage in sensemaking around school reform and 2) support for principals on how to effectually utilize teacher leaders in their schools.

Authors

• Lisa Jo Vernon-Dotson, Rowan University

• Brie Morettini, Rowan University

• Kathryn Luet, Rowan University