Developing Math/Science Teacher Leadership: A Consensus Approach to Evaluating Program Quality

该ECR综合项目将对高质量数学/科学教师领导力发展项目的关键属性达成共识。ECR项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。该项目支持积累有力的证据，为理解、构建理论进行解释提供信息，并提出干预和创新建议，以应对STEM兴趣、教育、学习和参与方面的持续挑战。该项目的目标是1)回顾数学/科学教师领导力发展的文献和现有项目的描述；2)组织由知识渊博的从业者、研究人员和政策制定者参加的研讨会，就质量项目的属性达成共识；3)向利益相关者传达共识属性和实施和未来工作的建议。研究人员认为，教师领导力发展的劳动力发展系统方法不仅考虑培训/发展，还考虑形成培训/发展的系统和结构，包括基础设施发展、组织发展、招聘/保留以及研究和评估。因此，从劳动力发展的角度来看，研究人员可以看到教师领导力发展是如何嵌入到数学/科学教师集体工作的系统中，注意到哪里有进步、差距或不足。该项目将为教师领导力发展项目的设计提供关键指导，该项目以学术研究和示范实践为基础，代表了该领域领导者的共识。这将有助于减少数学/科学教育系统的碎片化，并促进教师领导力发展的更周到的联系方法。具体的研究问题是：1)数学/科学教师领导力发展项目的属性之间存在什么样的模式？2)领导力发展项目如何定义和衡量项目质量存在哪些模式？3)领导力发展项目的有效性有哪些证据？研究人员将采用与研究问题相匹配的编码方案和双编码过程来分析信息，以测试数学/科学教师领导计划是否主要关注a)提高教师个人？课堂实践是为了让他们做好在学校或学区担任教学领导的准备；b)培养教师领导（个人），而不是培养教师领导的能力。它们最初将包括关于这一主题的大约20-30项研究。

This ECR synthesis project will build consensus on the key attributes of high-quality math/science teacher leadership development programs. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.The project objectives are to 1) review the literature on math/science teacher leadership development and descriptions of existing programs; 2) organize a symposium of knowledgeable practitioners, researchers, and policymakers to build consensus on attributes of quality programs; and 3) communicate the consensus attributes and recommendations for implementation and future work to stakeholders. The researchers argue that a workforce development systems approach to teacher leadership development considers not only training/development but also the systems and structures that shape it, including infrastructure development, organizational development, recruitment/retention, and research and evaluation. Thus, using a workforce development perspective, the researchers can look at how teacher leadership development is embedded within the system in which math/science teachers collectively work, noticing where there are advances, gaps, or deficiencies. The project will produce critical guidance for the design of teacher leadership development programs that is grounded in scholarship and exemplary practice and that represents consensus among leaders in the field. It will help decrease fragmentation across the math/science education system and facilitate more thoughtful connected approaches to teacher leadership development. The specific research questions are: 1) What patterns exist among attributes of math/science teacher leadership development programs? 2) What patterns exist in how leadership development programs define and measure program quality? 3) What evidence exists for the effectiveness of leadership development programs? The researchers will apply a coding scheme matched to the research questions and a two-coder process to analyze the information to test whether math/science teacher leadership programs predominantly focus a) on improving individual teachers? classroom practice to prepare them to serve as instructional leaders in their schools or districts and b) on developing teacher leaders (individuals) rather than building capacity for teacher leadership. They will include initially approximately 20-30 studies on this topic.