Developing Teacher Leaders in Science: Catalysts for Improved Science Teaching and Student Learning.

The Reaching for Excellence in Middle and High School Science Teaching and Learning Partnership Project at East Tennessee State University has a long history in the development of teacher leaders. This article describes the professional development model, the challenges addressed, and the impact on both teacher and student learning. The science education reforms in our recent educational history brought to center stage the important role of professional development. Recognizing that science teachers represent the major link between the curriculum and student learning, expert practitioners, researchers, and policy makers emphasize professional development as an essential mechanism for deepening teachers' content knowledge and developing their teaching practices. Professional development has traditionally focused on the need to enhance and enrich teachers' content knowledge. Subsequent to the release of the National Science Education Standards (National Research Council, 1996), an increased emphasis on pedagogical knowledge has found a prominence in the role of professional development. Building on teachers' renewed grasp of content knowledge and inquiry-based pedagogy, an expanding view of professional development has incorporated a leadership component in which educators are recognizing the need for science teachers to become leaders within their own school and school district to advance reform efforts and impact student learning (Guskey, 2003; National Staff Development Council, 2001; Sparks, 2004). This role of professional development promotes job-embedded, sustained opportunities for professional growth and systemic change (Loucks-Horsley, Love, Stiles, Mundry, & Henson, 2003). Working with thousands of teachers over a decade, Katzenmeyer & Moller (1996) elaborated on the important role of teacher leaders and the important role teachers must exert if meaningful change is to be made and sustained in the school. They define teacher leaders as those "who lead within and beyond the classroom, influence others toward improved educational practice, and identify with and contribute to a community of teacher leaders" (p.6). Teacher leaders build the school's capacity to improve. According to Fullan (2007), "the litmus test of all leadership is whether it mobilizes people's commitment and energy into actions designed to improve things" (p. 1). The essential role of leadership, therefore, is the ability to work and collaborate with others. For example, teacher leaders are able to cultivate and encourage colleagues to support new ideas, support the growth of others, and build consensus among diverse groups. The challenge for teachers and principles is to promote and design professional development programs that encourage and promote effective teaching practices and increased student learning. In recent years, a body of research has emerged on characteristics of effective professional development, teacher learning, and teacher change. The research summarized by Hargreaves and Fullan, (1992); Hawley and Valli, (1999); Leiberman,(1996); U.S. Department of Education, (1999); LoucksHorsley, Hewson, Love, and Stiles, (1998); Sparks and Loucks-Horsley, (1990); Stiles, Loucks-Horsley, and Hewson, (1996); Rhoton and Bowers, (2001); Rhoton, (2001); Rhoton and Wojnowski, (2006) identifies such approaches. * Professional development addresses issues of concern recognized by teachers themselves. One-size-fits-all professional development does not, in fact, meet the needs of all teachers. Teachers at different stages in their teaching career will require professional development to meet their specific needs. * Professional development is connected to classroom practices . It should address issues and immediate concerns relevant to the classroom, such as teaching practices and working with different ability and motivation groups. * Professional development includes sustained support and takes place over an extended period of time. …