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Abstract Title: Aspiring to Lead: Opportunities for Research on Physics Teacher Leadership in K-12 Education
Abstract: In the gap that often exists between K-12 education policy and K-12 science education research, the teacher voice is frequently missing. In May 2017, the AAPT released a report, Aspiring to Lead, co-authored by 18 teachers with contributions from a total of 43 members of the K-12 physics teaching and teacher preparation community (https://www.aapt.org/K12/upload/PMTL-Report-2017__aapt_fina.pdf). This report laid out a vision for the role of AAPT in engaging physics teachers as agents of national change -- from policy to practice -- through a coherent series of programs meant to grow teacher leadership. Undergirding the Aspiring to Lead report and its programs is detailed ethnographic research that looks at personas, self-efficacy, skill growth, and engagement of teacher leaders in the physics community, as well as the social habitus, social capital, and distributed cognition of teacher leaders within networks.

This discussion will allow for members of the PER community to gather to share interests and work related to teacher leadership, including K-12 physics induction and mentoring, continuing growth through teacher-led professional networks, and policies affecting K-12 teaching. Expected products from this discussion will include a list of potential research questions or themes for physics education research, opportunities for collaboration, and a simple annotated literature review. Participants are encouraged to read the Executive Summary of the report on pages 5-9 in advance of the discussion.
Abstract Type: Discussion Symposium
Session Time: Parallel Sessions Cluster II
Room: Meeting Room 4

Author/Organizer Information

Primary Contact: Rebecca E. Vieyra
and Co-Presenter(s)
Co-facilitator: Colleen Megowan Romanowicz, AMTA