Pathways to Teacher Leadership: Using Micro-Credentialing to Prepare Future Teacher Leaders in New York City

• In Event: Dimensions of Teacher Leadership: Structured Pathways and Impact

Abstract

While a significant body of research points to the importance of preparing teachers to take on teacher leadership roles, preparation for teacher leadership remains inconsistent at the district level. This mixed-methods study explores how the New York City Department of Education’s Emerging Teacher Leader Program (ETLP) builds candidates’ capacity to enter teacher leader roles through micro-credentialing in four core competencies. Leveraging literature on teacher leader preparation and the design of effective professional learning, we investigate the impact of ETLP on participants in their early years as a teacher leader, considering their initial preparedness for the roles and rates of qualification, selection, and retention. We consider the policy and program implications of our findings, including expanded use of micro-credentials in teacher leadership.

Authors

• Sara R Sands, University of Houston

• Michael Murphy, New York City Department of Education

• Hannah Brancato, New York City Department of Education