Understanding the process of teacher leadership identity development

As a result of more recent events connected to the ongoing and lasting legacy of systemic racism in our society and the sparsity of research focused on both disciplinary teacher leadership (TL) and centering social justice and equity in teacher leadership literature reviews, this research investigated the ways in which science teacher leadership (STL) emerged in the context of a science department engaged in a year‐long professional learning experience aimed at teaching science for social justice. Drawing on a community of practice teacher leadership identity model as a theoretical framework and qualitative research methods, we sought to characterize STL that centered social justice. Written teacher reflections, semi‐structured interviews, and science lessons were collected from the six female science teachers and a female school administrator. The research revealed how STL supportive of teaching science for social justice was grounded in, among other characterizations of teacher leadership, competences like content and pedagogical knowledge, performances like inclusiveness and lesson design, and support from the structure of the year‐long professional learning, and engagement in a community of practice. This research provides insights into the complex characterization and emergence of STL.

The emergence of science teacher leadership in the context of the pursuit of teaching science for social justice

Lisy,

Campbell,

Park

2024

Effects of the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) on teacher leadership trajectories

Ives,

Falk

2024

Providing teachers opportunities to lead has a positive effect on student achievement and teacher retention, which is critical in a time when there is a shortage of qualified STEM teachers. While there is research on the impact of professional development (PD) programs on teacher leadership, there is sparse literature on the impact of award or recognition programs such as the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST). In this qualitative case study of eight PAEMST teacher leaders, we found that the PAEMST program accelerates and promotes STEM teacher leadership trajectories. The PAEMST program does this through: (a) the application process, which provided teachers with an informal PD experience; (b) the award notification experience, which served as external validation to boost teachers' confidence and identification as leaders; and (c) external validation and an expanded professional network, all of which led to increased leadership opportunities at the state and national level. Furthermore, we found increased opportunities to lead within the school and district was mediated by the reaction of their colleagues, school culture, and school leadership structures. We offer recommendations for administrators and practitioners in providing teacher leadership trajectories for awardees to positively influence their schools.

Advocates forSTEMeducation: Developing advocacy identity inSTEMteacher leadership

Velasco,

Pullen,

Remington

2024

Science, technology, engineering, and mathematics (STEM) teacher advocacy is a particular skillset within STEM teacher leadership, but little is known about how STEM teacher leaders develop their identity as advocates for STEM education. To glean a more nuanced and deeper understanding of developing advocate identity among STEM teacher leaders, we conducted a duoethnographic study to critically reflect on our lived experiences as STEM teacher leaders engaged in advocacy. Drawing upon identity theory to frame our study, we co‐developed and individually responded to a set of questions and prompts that critically interrogated our experiences, leading toward identifying as advocates for STEM education. Multiple subsequent critical discussions about our responses led to a recorded dialogic conversation, which acted as our site of research. Emergent themes from duoethnographic analysis revealed having increased awareness of STEM education policies and their impacts, recognizing injustices affecting marginalized communities, and acknowledging systemic barriers preventing community voices in policymaking helped to strengthen our advocacy identities. The dialogue also emphasized the importance of reaching out to communities to understand needs when developing policy recommendations. We conclude the study by making recommendations to support STEM teacher leaders interested in engaging in advocacy at the individual classroom, school, and district levels.