Page 115 - Innovative Professional Development Methods and Strategies for STEM Education

The Role of Teacher Leadership for Promoting Professional Development Practices

pedagogical practices that will support their students in applying, transferring, and constructing knowl-
edge in different contexts. In addition teachers need to determine what skills, and knowledge a student
has in order to design and scaffold instruction, and support students toward mastery. That being said
planning for professional development requires a sophisticated understanding of the participants’ level
of understanding to bridge the gap between prior knowledge and new knowledge. Beyond the usual
icebreaker, professional development models often fail to assess teachers’ knowledge before they begin
instruction. Working from a constructivist model to design professional development requires data to
be used to design instruction, informal and formal assessment to be embedded within the context of the
training, training to be ongoing and monitored, and content delivery to be an active learning experience.
School and districts can transform into a community of learners when adults are motivated to grow and
learn through professional development (Zepeda, 1999).
When it comes to mathematics professional development teaching strategies to promote multiple
representations and ways of knowing is essential, especially in a time where reform practices are valued.
However in order for strategies to transfer into teachers’ classroom practice authentic activities must
be embedded to provide an opportunity to experiment and explore new concepts, construct knowledge,
engage in dialogue with peers and develop the confidence to master new strategies. Adult learners need to
see the results of their efforts as well as get feedback on their progress toward reaching their goal (Zemke
and Zemke, 1995). Additionally, there is value when teachers not only hear their colleagues share suc-
cessful teaching methods but see colleagues demonstrate these practices. Much like students modeling
for their classmates, having a relevant peer demonstrate a task or share an experience provides evidence
that such a goal is obtainable (Omrod, p. 259). Opinions about our own abilities are often formed by
observing the successes and failures of other people, especially those with ability levels similar to our
own (Dijkstra et al., 2008; Usher & Pajares, 2008; Zeldin & Pajares, 2000).

Teacher Leadership

According to Angelle & DeHart, (2011) teacher leadership is as varied as the context in which educa-
tors work, therefore there is not one singular meaning when it comes to teacher leadership. Educators
may take on formal roles such as academic coach or grade level chair that require them to work outside
the classroom or informal roles such as teacher advisor or mentor that focus on student development in
the classroom. For this study, we will use Angelle and DeHart’s (2011) definition of teacher leaders as:

those teachers who maintain focus on student learning, seek lifelong learning for themselves, use fa-
cilitation and presentation skills, engage others in shared vision and meaning, develop and maintain
relationships, work with a sense of integrity, and plan and organize. (p. 143)

The field of leadership study has increasingly included the importance of teacher as leader in school
reform (Crowther, Kaagan, Ferguson, & Hann, 2002; Frost, Durrant, Head, & Holden, 2000; Katzenmeyer
& Moller, 2001; Murphy, 2005). Increasing the extent of teacher leadership in a school can bring posi-
tive change to schools, transforming the school into a place of adult, as well as student, learning (Ryan,
1999). Expertise is critical to the teacher leader, according to Snell and Swanson (2000), because teacher
expertise is what establishes credibility with peers. Along with credibility, Childs-Bowen, Moller, and

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