Abstract
This study examines how participation in a US Department of Education policy fellowship influenced the career pathways of teacher leaders. This sample of teacher leaders is illustrative of teacher leadership development beyond the classroom and demonstrates challenges and opportunities. Notably, 64% of participants reported changing their work-related position post fellowship. Although many participants left the classroom, most remained within the education profession by adding and path-finding new teacher leadership roles. We suggest that these trends have significant implications regarding the structure of occupational roles for teacher leaders.
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