Exploring Teacher Leadership in the Transition From Classroom to District-Based Roles

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-2 - Coaching for Excellence: Policies and Challenges

Abstract

This qualitative study explored the role of district-based content specialist through the lens of Wenger’s (1998) communities of practice. 17 participants from seven states were interviewed about their experience leaving the classroom for the district-based content specialist role. Based on analysis of interviews and participant job descriptions, findings established role statements for district-based teacher and administrator roles. Two transition types and seven characteristics of the transition to district-based teacher leadership were identified. Analysis indicated individual acceptance of formal teacher leadership that may contribute to organizational efforts to distribute leadership in ways that are not only structural--establishing positions--but interactional (expanding definitions of teacher role). Understanding the complexity of the role transition could allow for better preparation for the transition.

Author

• Jennifer Snow Mayo, Einstein Fellowship/ NASA Office of Education