A Clearer Vision: Creating and Evolving a Model to Support the Development of Science Teacher Leaders

Criswell, Brett; Rushton, Gregory T.; McDonald, Scott; Gul, Tugce

doi:10.1007/s11165-016-9588-9

Cited by 18 publications

(8 citation statements)

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“…Therefore, we designed a network-based leadership activity for a cohort of 16 Master Teaching Fellows (MTFs) enrolled in a National Science Foundation grant to develop science teacher leaders. MTF selection and the leadership framework have previously been described in detail [2], [3]. MTF nominations were solicited by the university grant staff from partnering school districts in a greater metro area in the southeastern US.…”

Section: Experimental Design Materials and Methodsmentioning

confidence: 99%

Social network data from teacher leader development

et al. 2019

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Social network analysis can draw upon surveys and discussions to generate quantitative and qualitative data. We describe network data generated via a social network survey and discussion activity with high school science teachers in a teacher leadership development program. Data include social network maps related to seeking expertise in teaching content and/or pedagogy, disaggregated by contacts at the school, district, state, nation, and international spheres of influence. Data also include transcripts of the activity and teacher discussions of networks in their own educational settings. This data article is related to the research article, “The use of visual network scales in teacher leader development” Polizzi et al., 2019, where data interpretation can be found.

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Section: Experimental Design Materials and Methodsmentioning

confidence: 99%

Social network data from teacher leader development

et al. 2019

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“…For instance, the most cited definition from the influence perspective is from York-Barr and Duke in their meta-analysis research on teacher leadership (e.g. Criswell et al, 2018; Huggins et al, 2017). York-Barr and Duke define teacher leadership as “the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement” (pp.287–288).…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding teacher leaders’ behaviours: Development and validation of the Teacher Leadership Inventory

Chen¹

2020

Educational Management Administration & Leadership

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The current paper aims at developing and validating a Teacher Leadership Inventory (TLI). Adopting the theoretical-empirical strategy of instrument development, the procedure consisted of taking a sample of panel experts and undertaking six sequential empirical studies with sufficient samples of teacher leaders from China. After verifying content validity, structural validity, criterion validity, and cross-validity, a 25-item multi-dimensional model on teacher leadership behaviours with five factors was identified. The resulting TLI could provide a validated instrument for future research investigating the nature of teacher leadership behaviours as an independent construct and their relations with other relevant constructs. It is expected that the TLI could serve as a more robust means for promoting the research and practice of teacher leadership.

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“…Prior to beginning the professional learning work with the first cohort of I‐IMPACT MTFs in March 2012, the program team had constructed a conceptual framework to guide that work. The evolution of the framework has been described in a previous paper (Criswell et al., ). For the purposes of this paper, we will overview the core components of that framework that were the focus of the current study.…”

Section: Overview Of the I‐impact Conceptual Framework And Literaturementioning

confidence: 99%

“…Since 2010 the authors of this paper have been part of the I nitiative to I ncrease and M entor P hysics and C hemistry T eachers (I‐IMPACT) program, an effort funded by the National Science Foundation (NSF) to produce a cadre of 16 master teaching fellows (MTFs, experienced teachers) who will function as teacher leaders. A previous paper (Criswell, Rushton, McDonald, & Gul, ) described a conceptual framework that was in place at the beginning of that program, as well as the evolution of that framework through the first 2 years of the program's operation. This paper builds off of that one by looking at data from the first 4 years of the program to determine how the MTFs thought about key constituents of the I‐IMPACT conceptual framework for teacher leadership: (1) professional vision (Goodwin, ), (2) professional identity (Gee, 2000–2001; Sfard & Prusak, ), and (3) the four metaphors of teacher leadership (Dempsey, ).…”

Section: Introductionmentioning

confidence: 99%

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Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

et al. 2018

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The program team operating an NSF Noyce Master Teacher program has been building a conceptual framework for developing teacher leaders. The program has focused its efforts on a group of 16 chemistry and physics teachers in Southeast high‐needs schools. The conceptual framework is based on the view that teacher leaders are those individuals who retain a classroom presence, while simultaneously innovating practice and empowering others. A core principle of the framework is that embodying these attributes requires an ability to see oneself and the teaching practice in a way that goes beyond the expertise associated with content and pedagogical knowledge. Evidence drawn from years three and four of the NSF Noyce Master Teacher program are presented to demonstrate the participating teachers’ understanding of the framework's components. These data also indicate the potential of the teachers to use the framework's principles to engage in leadership activity. Characterizing such understanding and the changes in it are foundational to determining the way such a framework influences teachers’ approaches to leadership. This paper has implications for the growing number of teacher leader initiatives across the United States, and for the question of whether science, technology, engineering, and mathematics (STEM) teacher leadership should be considered separately from a general notion of teacher leadership.

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A Clearer Vision: Creating and Evolving a Model to Support the Development of Science Teacher Leaders

Cited by 18 publications

References 40 publications

Social network data from teacher leader development

Social network data from teacher leader development

Understanding teacher leaders’ behaviours: Development and validation of the Teacher Leadership Inventory

Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

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