A Comprehensive Professional Development Program to Prepare Effective Teacher Leaders in Science
The data suggest that the NCOSP research-based professional development program had a positive impact on participating Teacher Leaders, their students, and their teaching colleagues. The carefully constructed three year sequence of learning experiences including immersions in science content, connections to instructional materials, and classroom practice had a positive impact on Teacher Leaders' understanding of science content, effective science instruction, how students learn science, and their own metacognitive skills. Additional experiences in collaborative practices, facilitation strategies, and leadership skills provided Teacher Leaders with the knowledge and confidence needed to engage their peers in effective professional learning experiences and begin to support instructional improvements at the building level. All of the learning experiences were grounded in research, articulated a clear framework for instruction, collaboration, and leadership, and provided multiple opportunities for Teacher Leaders to interact and develop their knowledge and skills in all of these areas over time. This strategic, systematic approach to professional development resulted in positive and measureable changes in Teacher Leaders' knowledge and skills, high satisfaction ratings from their colleagues, and improved learning outcomes for their students. These findings offer insight into the experiences necessary to prepare effective Teacher Leaders.
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