Program attributes for developing and supporting STEM teacher leaders

ABSTRACT

This study shares findings from a review of eight science, technology, engineering, and mathematics (STEM) teacher leader programs across the United States. With limited empirical research in STEM teacher leadership, the goal of the study is to build the research knowledge about STEM teacher leader conceptualization and structure. Results from this descriptive case study showed that the programs either focused on developing teacher leaders or supporting teacher leaders. Programs focused on developing teacher leaders typically were programs working with teachers new to the idea of teacher leadership whereas programs focused on supporting teacher leaders tended to work with teachers who had some prior experience with teacher leadership. Using a constant comparative analysis, additional results revealed all programs included emphasis on professional development, graduate coursework, networking, mentoring, and sharing knowledge with differing degrees of prominence depending on if the program’s focus was on developing or supporting teacher leaders. Implications include specific program curricula that may be implemented in STEM teacher leader programs.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded by the National Science Foundation (Award Numbers 1758462, 1853560, 1758452, 1758438). Results shared in this study are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Notes on contributors

Jan A. Yow

Jan A. Yow is a Professor of Mathematics Education in the Department of Instruction and Teacher Education at the University of South Carolina. Her research focuses on mathematics and STEM teacher leadership that supports impactful mathematics and STEM learning for each and every student.

Brett A. Criswell

Brett A. Criswell is an Assistant Professor of Secondary Education at West Chester University. His work with pre-service teachers includes research on the use of video in teacher preparation; his work with in-service teachers explores the nature of STEM teacher leadership.

Christine Lotter

Christine Lotter is a Professor of Science Education in the Department of Instruction and Teacher Education at the University of South Carolina. Her research interests include science teacher leadership, effective inquiry and project-based professional development, and the impact of teachers’ beliefs on their instructional choices.

Wendy M. Smith

Wendy M. Smith is a Research Professor of Mathematics Education in the Center for Science, Mathematics, and Computer Education and Department of Mathematics at the University of Nebraska-Lincoln. Her research on STEM teacher leadership and institutional change are designed to improve equitable STEM teaching and learning.

Gregory T. Rushton

Gregory T. Rushton is a Professor of Chemistry and Director of the Tennessee STEM Education Center at Middle Tennessee State University in Murfreesboro, Tennessee. His current research interests include STEM teacher leadership, discourse practices in active learning STEM courses, and large scale STEM teacher professional development

Paula Adams

Paula Adams is a Doctoral Candidate in the Department of Instruction and Teacher Education at the University of South Carolina. Her research interests include STEM teacher leadership.

Sally Ahrens

Sally Ahrens is a Research Associate at the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln. Her research interests include mathematical knowledge for teaching and mathematics teacher leadership.

Anna Hutchinson

Anna E. Hutchinson is completing a Post-Doctorate in Biological Sciences at the University of Cincinnati. Her research focus includes STEM teacher leader development influenced by organizational structure, curriculum and instruction evaluation, and program design and implementation for urban education.

Greysi Irdam

Greysi Irdam is a Doctoral Candidate in Educational Psychology and Research Methods at the University of South Carolina. Her research investigates academic, social, and behavioral development of rural students and rural teacher leadership to contribute to the field of rural education.