Six Leadership Models for Professional Development in Science and Mathematics

Wallace, Josephine D.; Nesbit, Catherine R.; Miller, Anne-Courtney S.

doi:10.1023/a:1009451517934

Cited by 14 publications

(3 citation statements)

References 9 publications

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“…Whereas principals and other administrators have been considered the primary (and often sole) 'leaders' in schools throughout most of the 20 th century, the concept and practice of 'teacher leadership' has gained increasing attention in recent years (Barth, 2001;Beachum & Dentith, 2004;Hunzicker, 2012;Margolis & Deuel, 2009;York-Barr & Duke, 2004). The priority given to teacher leadership is reflected in the National Science Foundation's (NSF) Math and Science Partnership (MSP) program, which aims to "prepare highly qualified, experienced teachers to become exceptional Teacher Leaders" (NSF, 2010), and in a growing number of studies related specifically to science teacher leadership (e.g., Howe & Stubbs, 2003;Pellicer & Anderson, 2001;Wallace, Nesbit, & Miller, 1999;Yow & Lotter, 2014;Mentzer, Czerniak, & Struble, 2014). Teacher leadership is being increasingly recognized as a catalyst for change and critical element to sustain curriculum reform efforts (Beachum & Dentith, 2004;Hunzicker, 2012;Margolis & Deuel, 2009;Larkin, Seforth, & Lasky, 2008;York-Barr & Duke, 2004).…”

Section: Introductionmentioning

confidence: 99%

Development of teacher leadership identity: A multiple case study

Sinha

Hanuscin

2017

Teaching and Teacher Education

112

102

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Section: Introductionmentioning

confidence: 99%

Development of teacher leadership identity: A multiple case study

Sinha

Hanuscin

2017

Teaching and Teacher Education

112

102

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“…This concept resulted from the introduction of compulsory education for all in the 1970s in Hong Kong and other major developed countries (Mok, 2003). Moreover, it also means changing the traditional roles of teachers from curriculum users to curriculum developers, entailing more responsibility in curriculum decision making for pupil learning (Stenhouse, 1975;Marsh, 1997;Ovens, 1999;Wallace, Nesbit and Miller, 1999;. Involving teachers to take part in a wider range of curriculum responsibilities has been taken up formally by a group of educational experts recommended by the Organisation of Economic and Cultural Development (OECD) in a report in 1982 in Hong Kong, and more systematically, by various education reports in Hong Kong (Llewellyn Report, 1982;Education Commission, 1984, 1988.…”

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confidence: 99%

Distributed Curriculum Leadership in Action: A Hong Kong Case Study

Law

Galton

Wan³

2010

Educational Management Administration & Leadership

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This study was designed primarily to investigate the impact of school-based curriculum development teams on teacher development within the tradition of school-based curriculum development. The results are expected to provide valuable insights for teachers, school management and policy making. Teacher interviews in a primary school in Hong Kong were conducted to evaluate the extent to which teacher engagement in curriculum decision-making processes, which are within two school-based curriculum development teams, led to teacher professional development; these were triangulated with video-taped meetings and tryout lessons. Qualitative evidence showed that participating teachers have each undergone professional development through the processes involved in the planning, experimenting and reflecting (PER) model, which is also upon curriculum practice and innovation under certain conditions. However, the complex structures and processes that have been established to involve teachers in curriculum decision making need further empirical and theoretical work. While previous papers on the studies focused on teacher development and pupil learning, this paper, based on interview data, aims to focus on the functions of distributed leadership, and how the leadership styles of consultants and panel heads mediate the interactional patterns and therefore the discourses in the Mathematics and Chinese development teams in the second action cycle of the innovation project.Keywords curriculum change, distributed leadership, school-based models of curriculum development, teacher development Context of ChangeThe decentralization of curriculum decision making has been one of the key debates in the broad discussion on appropriate change strategies concerning school improvement, teacher development and pupil learning for the past several decades (Skilbeck

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“…As Reeves (2008) articulated, teacher leadership is a powerful source of leverage in schools. In math and science, researchers have widely found that math and science teacher leaders can be instrumental in supporting changes in the school's math and science program, providing professional development, and spearheading initiative changes in classrooms (Gamoran et al, 2003;Little, 1995Little, , 2003Shymansky & Aldridge, 1982;Wallace, Nesbit, & Miller, 1999). This discussion provides important insights about the actions that teachers take to support their colleagues' professional learning.…”

Section: Teacher-centric Focus In Math and Sciencementioning

confidence: 99%

Exploring Principal Leadership for Math and Science

Lochmiller

2015

Journal of School Leadership

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Public schools throughout the United States face increasing pressure to improve student achievement in math and science. As instructional leaders, principals find themselves facing this pressure head on. Drawing from a comprehensive survey of high school principals in the state of Washington (n = 250), the results indicate that a majority of school administrators in Washington had no formal education in math or science. However, an analysis of the principals' responses suggests that they are exercising leadership in relation to these subjects in their schools. School-level factors appear to explain more of the variation in their leadership in math and science rather than their educational backgrounds. When these factors were controlled for, principals with a math or science background did appear to engage in leadership actions that were different from those without such a background. The article concludes by discussing these results in relation to instructional leadership and leadership preparation.

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Six Leadership Models for Professional Development in Science and Mathematics

Cited by 14 publications

References 9 publications

Development of teacher leadership identity: A multiple case study

Development of teacher leadership identity: A multiple case study

Distributed Curriculum Leadership in Action: A Hong Kong Case Study

Exploring Principal Leadership for Math and Science

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