The need for high quality science teachers in our nation's at-risk K-12 schools is more important than ever, especially given the attrition rate nearing 50% within the first five years in the profession. The Noyce Initiative to Impact Physics and Chemistry Teachers (I-IMPACT) project seeks to better understand the kind of support necessary to provide to current teachers and future teachers working in these schools to allow them to persist. It is believed that if the teachers are empowered and can better navigate the constraints they will persevere in these positions. This poster seeks to present the framework for the I-IMPACT project that is centered on teacher leadership. Baseline data collected as part of a longitudinal study from participants in this program will be presented with regards to initial type of leadership style and classroom self-efficacy of the teaching fellows. This data will demonstrate how the participants' initial involvement in this program has set them on a trajectory towards becoming a teacher leader.

Exploring the impact of a teacher induction program centered on teacher leadership

247th National Meeting (2014)

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