- Year 2019
- NSF Noyce Award # 1540712
- First Name Michael
- Last Name Occhino
- Institution University of Rochester
- Role/Position Project Cooridinator - Leadership Team
- Workshop Category Track 3: Master Teaching Fellowships
- Workshop Disciplines Audience Biological
- Target Audience Evaluators/Education Researchers, Noyce Master Teachers, Project PIs / Co-PIs / Other Faculty/Staff, School and District Administrators
- Topics Teacher Leadership
- Session Length 30 minutes
- Additional Presenter(s)
Marie Rice, Paula.Rice@RCSDK12.ORG, Rochester City School District, Master Teaching Fellow
Goals
1. Learn about scaffolded experiences in which the University of Rochester MTFs engaged in order to bring professional learning (PL) to their school/district.
2. Understand and apply how teacher leader identity can be nurtured by Master Teaching Fellows (MTFs) designing, implementing, and evaluating professional learning in their local contexts.
Evidence
This work is theoretically grounded in teacher identity development (Avraamadou, 2014; Gee, 2000, 2002; Mockler, 2014, 2016) and teacher leadership (Harris & Muijs, 2005; Mockler, 2015; Taylor, Yates, Meyer, & Kinsella, 2011). Leadership development as agents of change in this Phase II MTF project is evidenced by Phase I (completed) and Phase II annual evaluations as well as PL evaluations designed and carried out by MTFs.
Proposal
A major goal of our University of Rochester Noyce MTF Phase II (Track 3) project is developing agents of change by promoting identity development as teacher leaders. Fellows develop greater competency and confidence as leaders in this current year four by engaging in the development, implementation, and evaluation of professional learning (PL) in their local contexts. This builds upon the foundations in year three where fellows provided content-focused coaching to local peers in their school districts while developing effective communication practices as leaders. We will start with one of our fellows presenting and describing the affordances of the scaffolds that were put in place for them to develop their PL over the course of the last year-and-a-half. This will be supported by a member of the leadership team co-presenting rationale, resources, and lessons learned from implementing these scaffolds. Two main areas will be considered in more depth with interactive components so participants can apply our experiences into their MTF program. We will explore:
1. The credit bearing course “Designing and Evaluating Professional Development.”
2. The practicum experience “Implementing High Quality Professional Learning.” The outcome of this session should be that participants can begin developing a well thought out set of experiences in professional learning tailored to the Master Teaching Fellows in their own program.
