P349: I-IMPACT: The use of teacher leadership as a guiding principle to developing strong teacher candidates

Author: Lyric Portwood, Kennesaw State University, USA

Co-Author: Michelle L. Dean, Samuel J. Polizzi and Gregory T. Rushton, Kennesaw State University, USA; Donna Barrett, Georgia State University, USA

Date: 8/4/14

Time: 3:40 PM4:00 PM

Room: MAK A1161

Related Symposium: S32

The high attrition rate among teachers working in high-needs schools is dismal and results in the need for high quality science teachers in these schools. The Noyce II Initiative to Inspire and Mentor Physics and Chemistry Teachers (I-IMPACT) is a five-year teacher induction program developed to address these needs. This program provides support for STEM career changers to enter into chemistry and physics teaching positions. This program is guided by Dempsey’s metaphors of teacher leadership. This paper will present initial findings from this longitudinal study on how the use of teacher leadership has resulted in strong preservice-mentor teacher relationships, increased stamina among first-year teachers, and improved self-efficacy and leadership skills among the these teachers.

P133: Lessons from an unlikely journey to teacher leadership [WITHDRAWN]

Author: Lyric Portwood, Kennesaw State University, USA


Date: 8/4/14

Time: 10:15 AM10:35 AM

Room: MAK BLL 126

Related Symposium: S5

Even though I was very good at science, chemistry was my least favorite subject. In college, I celebrated when I reached my final required chemistry class, yet I ended up a graduating with a Bachelor’s in Biochemistry. Teaching as a profession never appealed to me and was not an option I had ever considered. How then did I end up teaching high school chemistry for the past seven years? Leading in the K-12 classroom and within the chemistry education community never seemed to be a goal I could achieve, but now I am involved in an NSF funded NOYCE program to develop teacher leaders in chemistry and physics. I never imagined these paths that my career would take, but I have developed into a chemistry teacher leader through a series of unforeseen events and because key people listened and encouraged me along the way. In this session, I will discuss how I came to be not only a chemistry teacher but also a chemistry teacher leader. I’ll also share the struggles, victories, and the consequential events and people that enabled me to navigate the complexities and intricacies of teacher leadership within my own department, school, district, state, and nation.