Teachers of Language Learners Leadership Development Through STEMSS Training and Continued Opportunities and Support

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Teacher Leadership for Language and Literacy

Abstract

Teachers of language learners (TLLs) have navigated an aftermath of restrictive language policies in Arizona while responding to the pandemic with motivation and flexibility. Teacher agency intensified through current circumstances resulting in self-reflection, intentionality, forethought, and reactiveness (Jenkins, 2020). Teacher agency also surfaced as needing further research (Biesta, & Robinson, 2015). In Arizona, a STEMSS professional development trained TLLs to support teaching language and content in tandem. Teacher participants were then offered opportunities to grow leadership skills while developing curricula, leading trainings, and supporting other participants. This developed a process in developing teacher leaders who represent a diverse background. This paper presents preliminary findings, ongoing professional development research methods, and recommendations to further the conversation while sharing voices and resources.

Author

• Karen Ann Linsley-Guerrero, Arizona State University