Abstract
ABSTRACT This study shares findings from a review of eight science, technology, engineering, and mathematics (STEM) teacher leader programs across the United States. With limited empirical research in STEM teacher leadership, the goal of the study is to build the research knowledge about STEM teacher leader conceptualization and structure. Results from this descriptive case study showed that the programs either focused on developing teacher leaders or supporting teacher leaders. Programs focused on developing teacher leaders typically were programs working with teachers new to the idea of teacher leadership whereas programs focused on supporting teacher leaders tended to work with teachers who had some prior experience with teacher leadership. Using a constant comparative analysis, additional results revealed all programs included emphasis on professional development, graduate coursework, networking, mentoring, and sharing knowledge with differing degrees of prominence depending on if the program’s focus was on developing or supporting teacher leaders. Implications include specific program curricula that may be implemented in STEM teacher leader programs.
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