The knowledge of individuals experienced in teacher leadership in mathematics and science adds substantially to what we know from research about how to develop and support teacher leaders. Two main strategies were used to systematically gather and synthesize practice-based insights from practitioners in the area of teacher leadership. The first was interviews with Principal Investigators of a number of NSF-supported MSP projects, gathering insights from their experience working with teacher leaders in various capacities. The second was online practitioner panels with individuals who have extensive and varied experience in teacher leadership.
Initial interviews with MSP Principal Investigators were conducted with a sample of 27 MSP projects targeting teachers of mathematics and/or science within the entire K-12 spectrum. While these interviews were focused on “lessons learned” as MSPs engaged in work to deepen teacher content knowledge, many of the “lessons” were pertinent to teacher leadership and were included in our synthesis of practice-based insights.
The online panels involved the identification of a group of individuals, including MSP project leaders, with broad experience in efforts to develop, utilize, and support teacher leaders, either as designers/implementers of teacher leadership programs or as observers of teacher leadership efforts (e.g., as evaluators or researchers). Through multiple rounds in an online survey format, panelists reflected on statements about teacher leader selection, preparation, or practice; reflected on conditions elicited from their responses to these statements; and reflected on a summary of these conditions in the form of advice to the field. The analysis of panelists’ responses in each round informed the questions and statements that were posed in subsequent rounds.
All practice-based data collected were coded by strategies to select, prepare, and employ teacher leaders to improve mathematics or science teaching and learning. Any conditions for effective teacher leader practice were specified, and examples to illustrate these practices were reviewed. Separate summaries of these analyses were written for insights related to various strategies teacher leaders use to provide support to classroom teachers; to preparing teacher leaders; and to selecting and placing teacher leaders. These insights were subsequently reviewed and vetted by a number of focus groups of MSP leaders. Examples from MSP practice were elicited and added to the insights.
A more thorough discussion of our process for gathering and synthesizing practice-based insights is available here, in a paper presented at the 2008 AERA conference.
Currently, additional insights and examples are being collected through this online dissemination site. The information practitioners provide through this website will be included in subsequent analyses as the online dissemination site is periodically updated.