Nurturing Teacher Leaders Through Actions and Agency: A Differentiated Science Teacher Leadership Program

• In Event: Roundtable Session 5
  In Roundtable Session: Learning From Teacher Leader Preparation Programs

Abstract

This paper presents findings from year two of a multi-year, qualitative study of K-12 science teachers involved in a grant-funded professional development fellowship program. This research hones in on year two where we examine the actions our fellows have taken in their districts as science teacher leaders and their sense of agency. The following main themes emerged in the data: how science teacher leaders see personal/organizational change as a process; the importance of differentiated mentoring and support and the fellows’ acceptance of roadblocks as part of growth process as they become confident about their teaching and leadership abilities; and finally the value of reflection as a means to sustain leadership efforts beyond the fellowship.

Authors

• Emily J. Klein, Montclair State University

• Monica Taylor, Montclair State University

• Mika Munakata, Montclair State University

• Jason McManus, Montclair State University

• Zareen Rahman, Montclair State University

• Kristen Trabona, Montclair State University