Examining the Situative Progression of Teachers’ Novice-To-Expert Development in Education Policy

Abstract

Professional development in policy for K–12 teachers is relatively rare despite the indelible role that teachers play in policy implementation. This study describes the experiences of five teachers who completed the 10-month Texas Education Policy Fellowship Program. Results showed that the experienced classroom teachers garnered the most policy knowledge, situated leadership development, and networks. Additionally, they sought new professional development, and provided input to policy processes locally and with other teachers.

Keywords:

• policy
• professional development
• situative theory
• teacher leadership

Acknowledgements

We would like to acknowledge the institutional support of the Center for Innovative Research in Change, Leadership, and Education (CIRCLE) at Texas Tech University.

Additional information

Funding

This work was supported by a competitive grant from the Office of Institutional Diversity at Texas Tech University.