- Year 2024
- NSF Noyce Award # NSF 1949969
- First Name Karen
- Last Name Renzaglia
- Registration Faculty/Administrator/Other
- Discipline Other:Research on teacher professional development
- Role Principal Investigator (PI)
- Presenters
Karen Renzaglia, Southern Illinois University Carbondale; Peter Sheppard, University of Louisiana at Lafayette; Rebecca McGraw, University of Arizona; Adem Ekmekci, Rice University
Need
Formal professional development programs can be an important source of leadership development for teachers (Alnasser, 2023). This study adds to the literature by specifically examining the views and experiences of former Noyce MTF mathematics and science teachers on the role the Noyce program played in their transitions from the classroom to leadership positions in their schools/districts.
Research Questions
What roles do long term professional development experiences in Noyce play in teachers’ leadership engagement?
Approach
This study was part of a larger Noyce Track 4 project hosted by Rice University and involving six former Noyce Track 3 programs. Data were gathered from interviews of 86 teachers across the country designed to assess motivations behind teacher retention and mobility and involvement in teacher leadership activities. Of the teachers interviewed, 21 (13 former MTFs and 8 comparison teachers) had shifted from the classroom to leadership positions. Via interviews and the development of motivation and pathways profiles for each teacher, we holistically and qualitatively examined the impact of the sustained leadership-focused professional development activities with emphasis on the role Noyce played in the development of teachers as leaders.
Outcomes
Firmer MTFs viewed the Noyce experience as empowering, supportive and key to their development and credibility as leaders in their schools. Six key areas of professional growth resulted from engagement in this long-term PD program: 1. Empowerment and confidence enhancement, 2. Self-awareness, 3. Connections, networking and collaboration, 4. Pedagogy and practice enrichment, 5. Increased credibility and expanded opportunities and 6. Leadership skills development.
Broader Impacts
Our study provides direct evidence of the importance and nuances of the Noyce experience in leadership development. Through shifting out of the classroom to leadership positions, former MTFs may shape not only STEM education practices but also influence the culture of education and teacher support in their schools and districts.
