Co-Design as an Entryway to Teacher Leadership

• In Event: Multiple Pathways to Teacher Leadership: Elevating the Profession

Abstract

This study examines how a particular approach to curriculum and professional development – teacher-researcher co-design (Roschelle & Penuel, 2006) – can serve as a catalyst for teachers to expand their reach both within and beyond their own classroom. Through an exploratory analysis of qualitative data on teachers engaged in co-developing a year-long project-based learning (PBL) course in secondary language arts, the study reveals key aspects of the co-design process that expanded teachers’ spheres of influence, and thus their opportunities for leadership in improving instruction. Possibilities for reimagining current conceptions and support for teacher leadership will be discussed.

Authors

• Karla Scornavacco, University of Colorado - Boulder

• Mary Rose Kelly, University of Colorado - Boulder

• Joseph L. Polman, University of Colorado - Boulder

• Alison Gould Boardman, University of Colorado - Boulder