Page 118 - Innovative Professional Development Methods and Strategies for STEM Education

The Role of Teacher Leadership for Promoting Professional Development Practices

RESULTS

Demographics of Teacher Leaders: Table 1 displays the overall teacher leader participants’ demographic
data. The study focuses on ten participants who have been involved with the University of California
Santa Cruz mathematics project for an average of more than five years.
70% of the participants in this survey identified as a K-12 teacher. In addition most of the participants
held at least a Masters degree (80%) and a multiple subject teaching credential, which permits them to
work at the K-6 grade level in a self-contained classroom.

Hours of Reported Work with MBAMP

Participants were asked to report the number of hours they have contributed as part of the MBAMP or-
ganization. This includes planning, presenting and attending MBAMP events. Results appear in Figure 1.
Overall the majority of participants reported more than 100 hours of work with MBAMP. 40% of
participants shared they have contributed at least 30 to 50 hours and 10% contributed 50-70 hours of
professional development.

Identified Roles as MBAMP Teacher Leader

Participants were asked to identify the roles they have engaged in while actively involved in the MBAMP
professional development organization (see Table 2).

Table 1. Overall teacher participation

N P
Professional Position
Teacher (K-5) 4 40%
Teacher (6-12) 3 30%
Administrator 1 10%
Retired Teacher (K-12) 1 10%
College Professor 1 10%
Years as Teacher Leader
1-5 1 10%
5-10 4 40%
10-15 6 60%
Education Level
Bachelors Only 1 10%
Masters 8 80%
Doctorate 1 10%
Credential
Multiple Subject 7 70%
Single Subject 3 30%

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