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Career Pathways of Noyce Master Teaching Fellows: Why Teachers Shift to Hybrid Teacher Leadership Positions

Amber Vlasnik, University of Nebraska - Lincoln

Abstract

This dissertation examines why teachers shift into hybrid teacher leadership positions as well as the systems and context that make such a shift possible. Hybrid teacher leadership positions have the potential to enable teachers to lead without leaving the classroom because the teachers spend a portion of their day in the classroom and the rest of the day performing leadership tasks. In this study, four Noyce Master Teaching Fellows were identified as educators who had shifted into hybrid teacher leadership positions. Those participants, along with their peers and administrators, were interviewed in order to gain insight into this career shift and the contexts in which the shift occurred. Findings indicate that hybrid teacher leadership roles provide a career pathway for teachers that can benefit the individual teacher themselves, their peers, and school communities.

Subject Area

Teacher education|Educational leadership

Recommended Citation

Vlasnik, Amber, "Career Pathways of Noyce Master Teaching Fellows: Why Teachers Shift to Hybrid Teacher Leadership Positions" (2020). ETD collection for University of Nebraska - Lincoln. AAI28257789.
https://digitalcommons.unl.edu/dissertations/AAI28257789

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