Sense-Making and Risk-Taking to Influence Others: STEM Teacher Leadership Across a Rural School District

• In Event: School Leadership and Conditions That Support Effective Teaching

Abstract

The purpose of this study was to examine how teacher leaders in a rural school district enacted and influenced others to enact STEM education. Employing a qualitative case study design, data consisted of 2-3 interviews per year with a six-member district-wide STEM planning and implementation team, the colleagues recommended by the STEM team and with district and building administrators, the collection of relevant artifacts, and classroom observations. Utilizing a sensemaking and risktaking conceptual framework, our findings indicate that the STEM teacher leaders began to collectively and individually develop their own deeper understanding of STEM, accepted their colleagues’ existing STEM understandings and instructional practices, and learned ways to impact system-wide perceptions of STEM learning opportunities for all students.

Authors

• Kristin Shawn Huggins, Washington State University

• Tamara Holmlund, Washington State University Vancouver