Exploring Opportunities for STEM Teacher Leadership Summary of a Convocation (2014) / Chapter Skim
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4 Professional Development for STEM Teacher Leaders
4 Professional Development for STEM Teacher Leaders
Pages 33-38
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From page 33... ...
SOLVING THE PUZZLES OF PROFESSIONAL DEVELOPMENT Suzanne Wilson, Neag Endowed Professor of Teacher Education in the Department of Curriculum and Instruction at the University of C onnecticut, organized her analysis of professional development under what she called three puzzles. Three Puzzles of Professional Development The first puzzle Wilson identified involves the design features of professional development.
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From page 34... ...
Instead, teachers learn in many different contexts, many of which are not designated as professional development. These contexts include research involving networks of teachers, preparation for board certification, curriculum or assessment development, engagement in comprehensive school reform, interaction with the leadership in a school, and everyday experiences in the classroom.
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From page 35... ...
As she related, leaders can formulate policy, which requires particular skills and knowledge; they can develop expertise, which then can be disseminated; or they can help disseminate expertise developed by others. "That's a different end, and it requires a different skill set," she said.
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From page 36... ...
But people have worked hard on trying to identify some of the pedagogies that can help create leaders, such as coaching, team teaching, induction programs, or what is called motivational interviewing, where the questions asked are designed to encourage particular behaviors. She suggested that a particularly intriguing option would be to map out progressions of teacher learning, including lessons that beginning and more experienced teachers need, so they do not become discouraged and leave the profession.
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From page 37... ...
He noted, "Maybe teacher leadership is not, ‘I know what to do, let me help you.' Maybe it's teachers learning with other teachers." DEFINING WHAT WORKS Janet English, a teacher in the Saddleback Valley Unified School District in California, recounted an experience she had while visiting schools in Finland, from which she had just returned after a six-month Fulbright fellowship. When asked by a university colleague in Finland how a school visit had gone, she replied that it had gone well.
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From page 38... ...
They have ways of doing things." But by concentrating on what is working and what is not working, teachers are less likely to resent outside advice and guidance, she said.
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