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Exploring Opportunities for STEM Teacher Leadership
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Many national initiatives in K-12 science, technology, engineering, and mathematics (STEM) education have emphasized the connections between teachers and improved student learning. Much of the dis cussion surrounding these initiatives has focused on the preparation, professional develop- ment, evaluation, compensation, and career advancement of teachers. Yet one critical set of voices has been largely missing from this discussion— that of classroom teachers themselves (Berry, 2011). Isolated examples of involving teachers in education policy and deci- sion making have occurred at all levels of the education system (see Chapter 3; also Pennington, 2013). In addition, a number of studies have demonstrated that when teachers are effectively engaged in policy and decision making, teacher morale improves, retention may increase, and the school and surrounding communities benefit (Bhatt and Behrstock, 2010; Bissaker and Heath, 2005; Kimmelman, 2010; Rasberry and Mahajan, 2008). Given the benefits of involving a diverse group of teacher leaders in education policy and decision making, organizations have been seeking to empower teacher leadership at national, state, and local levels. For exam- ple, the Center for Teaching Quality, headquartered in North Carolina, is seeking to create schools “where America’s most accomplished teachers routinely spread their expertise, enforce standards of teaching excellence, transform teacher preparation and certification, and redesign and lead their own schools.”
978-0-309-31456-5
NONE
Leadership
English
2014
1-79
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