Supporting Teacher Leaders: Impacts of Long-Term Professional Development on Teacher Leadership Trajectory

• In Event: 18.058 - MTCC Roundtable Session Four
  In Roundtable Session: 18.058-4 - Taking a Closer Look: Professional Development for Teacher Leadership

Abstract

Teacher leaders need support either (ideally both) from their schools or other external long-term and well-designed professional developments (Loucks-Horsley, Love, Stiles, Mundry, & Hewson, 2010). The purpose of this study was to examine Master Teaching Fellows’ (MTFs) perceptions of the impact of a long-term professional development on their leadership roles and capabilities, and professional vision and identity. The participants entail three experienced secondary physics and chemistry teachers [Master Teaching Fellows (MTFs)]. The data obtained from interviews with the MTFs and archival data from the leadership program and analyzed using multiple coding methods. It is expected that the results provide practical suggestions to education community for effective PDs to increase teachers’ leadership performance to be agents of change.

Authors

• Tugce Gul, Columbus State University

• Brett Allen Criswell, University of Kentucky

• Kadir Demir, Georgia State University