A Comprehensive Professional Development Program to Prepare Effective Teacher Leaders in Science
There is increasing consensus from research that to provide effective instruction teachers need knowledge of science content, how children learn science, how children's understanding of core ideas in science builds over time, and how to plan effective science instruction to support learning (NRC, 2007). For practicing teachers, professional development remains the primary pathway for developing that body of knowledge, applying it to instructional practice, and reflecting on classroom experiences. These experiences are most effective when they are rooted in the subjects teachers teach and relevant to their classroom practice (NRC, 2007; Loucks-Horsely et al., 1998). They provide teachers critical opportunities to think and work collectively on instructional problems and support their efforts to adjust curriculum and instruction to specific classroom contexts.
Professional learning communities (PLCs) are touted as an ideal venue for site-based professional development experiences to support instructional improvement (Loucks-Horsely et al., 1998). Teacher Leaders have long been purported as critical to creating and leading such learning communities so that all teachers can advance along a life-long professional learning continuum (Elmore, 2000; NRC, 2001). Improving the instructional practice of other teachers is frequently the stated goal for Teacher Leaders. To be accomplish this, Teacher Leaders must be expert in science content, how student learn science, how to teach science, and strategies to support collaborative learning among adult professionals. The professional literature offers many pieces that advocate for Teacher Leaders as key figures in improving instruction (e.g., Wasley, 1991: Fullan, 1994; Moller & Katzenmeyer, 1996; Lambert, 2003; Little, 2003; Lieberman & Miller, 2004; Murphy, 2005) but there are few empirical studies that detail the professional development experiences that foster the intrinsic characteristics teacher leaders to be effective.
Through participation in the North Cascades and Olympic Science Partnership (NCOSP) over 150 teachers engaged in a three-year experience that included three 80-hour summer academies and at least 40 hours of professional development throughout each subsequent academic year, provided by both higher education science faculty and K12 Teachers. The purpose of this study was to examine the impact NCOSP professional development had on participating Teacher Leaders' knowledge and skills needed to provide effective instruction, as well as those needed to support a learning community of their peers to improve instruction.
