The Professional Development of Teacher Leaders in North Carolina’s Advanced Teaching Roles Program

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  In Roundtable Session: Developing and Supporting Teacher Leadership Roles

Abstract

This study examines the professional development experiences of teacher leaders participating in North Carolina’s Advanced Teaching Roles (ATR) initiative. Drawing on teacher leadership frameworks and situated learning theory, we analyzed survey responses from leaders and teacher leaders in two districts participating in the ATR initiative. Districts implemented a range of professional opportunities, with many focused on fostering collaboration, instructional leadership, and adult learning facilitation. Participation in PD was common both before and after assuming the teacher leadership role. Teacher leaders placed the most outstanding value on leadership- and collaboration-oriented professional development experiences. The findings have implications for theory and practice for teacher leadership professional development.

Authors

• Tamara V. Young, North Carolina State University

• Sarah Byrne Bausell, North Carolina State University

• Emily Plunkett Thrasher, North Carolina State University

• Lam D. Pham, North Carolina State University

• Jodie Roberson, North Carolina State University

• Amber Lauren Moore, North Carolina State University

• Shaun B. Kellogg, North Carolina State University

• Thomas Mattos, North Carolina State University