NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1169799
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1934-9726
Rethinking Teacher Leader Development: A Study of Early Career Mathematics Teachers
Huggins, Kristin Shawn; Lesseig, Kristin; Rhodes, Heidi
International Journal of Teacher Leadership, v8 n2 p28-48 Fall 2017
In the era of standards-based reforms, informal teacher leadership is a critical factor in realizing instructional improvement. In this paper, we report on data from a one-year study of four early career mathematics teachers engaging in professional development around Common Core mathematical practices and leadership. Our findings highlight how the professional development structure supported the development of early career teachers' leader identity. Through iterative opportunities to participate in two communities of practice (within the professional development setting and in school-based professional learning communities) early career teachers were able to engage in collegial conversations and imagine themselves taking on new roles and responsibilities in order to support the learning of the teachers with whom they worked.
California State Polytechnic University, Pomona. 3801 W. Temple Avenue, Pomona, CA 91768. Tel: 909-869-3935; e-mail: ijtl@cpp.edu; Web site: https://www.cpp.edu/~ceis/education/international-journal-teacher-leadership/index.shtml
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A