This chapter describes research on a four-year National Science Foundation grant project that supported instructional, organizational, and professional change made by geoscience faculty change agents. The faculty change agents participated in sustained professional development, led regional workshops, and engaged in college-, program-, and…

The contemporary 'notion' of Early Years Teacher Status (EYTS) is primarily associated with the professionalization and policy review of the Early Childhood Education and Care (ECEC) workforce in England. As such, although considered to advocate reputed prospects and potential for graduates 'leading' provision for under-fives, remains for many…

We enter this book writing venture as members of the Faculty Academy, a multi-institutional group of teacher educators spanning post-doctoral, clinical, and tenure-track positions. Our group's deep history enables us to comprehensively examine our learning and leading along the teaching and teacher education continuum as well as over the passage…

As part of a multi-year project within a network of Cambodian Christian schools, researchers facilitated training with the purpose of strengthening learner-centered education. To support teachers to grow beyond previous training, leaders ensured that the structure of the training was carefully aligned with intended outcomes. Informed by…

The importance of teacher leaders has been increasingly emphasized in innovative educational practices. In this study, we present the experiences of innovative teacher leaders (N = 10) in Lithuania. The sample of respondents is qualitative-purposive. Teachers who have been awarded for their innovative practice took part in the study. In addition,…

This qualitative case study examined the perceptions of one principal and 10 teachers from a school district in the Rio Grande Valley regarding how leadership is distributed in their schools through the lens of distributed leadership. This study contributes to the small body of literature regarding teacher leadership to foster dialogue and…

Inequities exist in the foundations of our society, which includes education. These inequities specifically affect marginalized students in their ability to access and have opportunities in STEM (science, technology, engineering, and math) at the elementary level. This action research project sought to investigate and strengthen the interest in…

Leading primary school mathematics involves stimulating teacher learning for the purpose of improving students' mathematical outcomes. Currently there are staff shortages and school mathematics leadership may have changed. The results of a semi-structured interview with an experienced School Mathematics Leader who reflected on her work are…

Teacher leadership reflects leadership in schools that is distributed across the organization; is collaborative in nature; and is enacted through a process of influence. Although teacher leadership is important not only in effective school leadership but also in the development, autonomy, and well-being of teachers, existing elementary school…

This study presents 3 case studies that examine the processes involved in the professional growth of physics teacher-leaders (TLs) in a national network of professional learning communities (PLCs). This program has been operating since 2012, using a "Fan Model" where the TLs participate in a PLC (TL-PLC) led by a team from the Weizmann…

In 2017, the state of Kentucky distributed the Teaching, Empowerment, Leading, and Learning (TELL) survey to gain an understating of the learning environments in Kentucky schools. Many of the items on the TELL survey addressed key components of the School to Watch criteria and rubric. Researchers were interested in the teaching and learning…

This article focuses on a collective case study of two teachers attending a professional development workshop focused on writing for publication via educational blogs. Through a qualitative study, we sought to understand how attending the workshop and publishing on a national organization's blog shaped the two teachers' own identities as teachers…

This article describes the development process and provides psychometric properties of the Design-Based Professional Learning (DBPL) for Teachers Survey to measure teacher leaders' ratings of collaborative design and evidence-based work in their schools. Although there are other instruments that researchers could use to measure professional…

Although 76% of teachers in the United States are women (Superville, 2016), only 55% of suburban principals are female (Bitterman, Golding, & Grey, 2013). This number decreases at the secondary level. In high schools, only 30% of administrators are female. This qualitative research study is designed to explore and describe the lived…

Purpose: The research examines how contextual coaching (Gorrell and Hoover, 2009; Valentine, 2019) can act as a lever to build collaborative professionalism (Hargreaves and O'Connor, 2018) and lead to school improvement. Design/methodology/approach: The multi-case study (Stake, 2013) draws on two bespoke examples of contextual coaching in…