While professional development (PD) programs are common for new and early career teachers, PD designed for experienced teachers is less common. As teachers progress through their careers, they need to continue to receive support to grow as educators and have the opportunity to take on leadership positions. Formative assessment is an aspect of teaching that receives little attention during PD. We have developed a year-long PD program for experienced middle and high school chemistry teachers that focuses on formative assessment enactment and chemical thinking. Each year, this program is led by former participants who have transitioned to teacher leader roles. These developing teacher leaders are supported by experienced teacher leaders who were involved in the development of the program. Characterizing how teachers act as teacher leaders in a PD program focused on formative assessment is critical to determining how best to support teachers in their transition to leadership and how to expand the PD program. Each session of the year-long PD program was video and audio recorded. Critical leadership moments were identified and coded to characterize them in terms of chemical thinking, teaching dilemmas, metaphors of teacher leadership, and formative assessment enactment. Initial findings and trends will be presented. <br/>

Characterizing leading from the classroom in professional development focused on formative assessment enactment

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.