Formal Teacher Leadership on the Path to School Leadership

• In Event: Teacher Professional Development, Career Advancement, and Advice Seeking

Abstract

This study investigates the characteristics of educators advancing to formal teacher leadership roles and subsequently to assistant principalships in four large California school districts. Utilizing data that identify formal teacher leadership positions, we employ descriptive analyses and linear probability models to examine advancement patterns. Preliminary findings indicate that Black and Latine educators represent a larger proportion of teacher leaders compared to their representation among teachers. Black women show the greatest likelihoods of advancing to teacher leadership. When examining progression to assistant principalships, Black women, Latine/Hispanic men, and Asian educators in teacher leadership roles are more likely to advance compared to White men. Additionally, educators tend to advance within the same grade level bands, potentially limiting cross-level mobility opportunities.

Authors

• David S Woo, University of Utah

• Laura K. Rogers, University of Virginia

• Lydia Gandy-Fastovich, University of Utah