Page 119 - Innovative Professional Development Methods and Strategies for STEM Education

The Role of Teacher Leadership for Promoting Professional Development Practices

Figure 1. Hours of work with MBAMP

The tasks were organized by type to identify the most common kinds of tasks that participants se-
lected in their role of teacher leader. For administrative tasks, 90% of participants reported attending
face-to-face meetings and 80% selected communicating via email for schedules, surveys, and flyers. For
mentoring tasks, teacher leaders were most likely to report allowing visitors to come into their classroom
for observation (60%) and least likely to report supporting a new teacher leader (20%). For advising tasks,
70% of teacher leaders reported they were most likely to engage in activities that include determining
the direction of the 1-day conference, determining the direction of an institute (60%) and serving as a
liaison between MBAMP and school districts (50%). Presenting and planning tasks that were commonly
reported include planning and presenting an entire content session without support (80%) and breakout

100