Abstract. Research has shown that student input and autonomy are positively correlated to motivation and agency. This study investigates the effect of student input on classroom procedures on homework completion rate. Two different classroom treatments were applied to two classes over the same term in an urban high school chemistry course. The first treatment involved eliciting student ideas regarding classroom structures surrounding homework that theoretically would lead to a greater homework completion rate. The second treatment (or control) involved the traditional, authoritative structures that had been in place-student ideas were not elicited about homework and therefore the teacher decided all structures and routines regarding homework. Our results suggest that structures derived with student input led to greater homework completion rates and to higher performances on the district assessment over the teacher decided homework condition. These results and their implications are discussed.

This chapter discusses the need for teachers to serve in formal leadership roles at all levels. In the process, professionalism is discussed as it pertains to the field of education. To expand their influence, teachers must also gain confidence and leadership skills. Steps to gaining these attributes are discussed, as well as how teachers can overcome imposter syndrome or other feelings of inadequacy preventing them from stepping into leadership roles. The chapter ends with a brief discussion about creating and maintaining work–life balance, along with tools to address teacher burnout. Discussion questions are provided to encourage further reflection or for use within a professional book study.

This chapter discusses a brief history of education policy in the United States. It highlights teacher accountability and examines school funding policies. Both of these factors can be tied back to teachers feeling dissatisfied and may lead to them leaving the profession, which is why it is important to include the teacher voice at the policy table. To provide guidance in this area, the chapter also provides a brief overview of qualities useful for teacher policy contributions. Additionally, we will share a spotlight of an educator who has exemplified teacher leadership within the realm of educational policy; his story is just one example of how a classroom teacher can effect change while remaining in the classroom.

This chapter is designed to introduce my journey into research, walk you through the process I have found successful in conducting educational research in the classroom, and give examples of what facets of this process look like in our classrooms. A step-by-step process of ideating and designing an educational research study is detailed, along with methods for collecting and analyzing data and sharing findings. Through educational research, periphery professional development and a real sense of professionalism within the teaching field can be achieved.

This chapter focuses on the history and formation of the Streamline to Mastery program. This professional development cohort was how the authors got their start in collaboration, community, and friendship in the world of education. After discussing our personal experiences with this revolutionary style of professional development, we'll share structures and scaffolds to have in place as you consider forming a learning community of your own. Discussion questions are also provided at the end of the chapter to guide your thinking whether individually or with colleagues.