The use of teacher leader roles in an online induction support system

Samuel J. Polizzi, Michelle Head, Donna Barrett-Williams, Joshua Ellis, Gillian H. Roehrig, Gregory T. Rushton

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Induction training is a leading model for supporting teachers in today's challenging profession. We describe an online induction support scaffold designed around teacher leadership, and investigate how novice US teachers use leadership roles to address real-world teaching obstacles. We use symbolic interactionism as a lens to understand how teachers develop through the interplay between roles, social interactions and identity. Results indicate novice teachers can operationalize distinct teacher leader roles as early as induction, but may instinctively position their identity outside the role. Through social interactions with leadership roles, teachers moved problem-solving discourse toward a level more consistent with experienced teachers.

Original languageEnglish (US)
Pages (from-to)174-186
Number of pages13
JournalTeaching and Teacher Education
StatePublished - Oct 2018

Bibliographical note

Publisher Copyright:
© 2018 Elsevier Ltd


  • Online teacher learning
  • Reflection
  • STEM teacher education
  • Symbolic interactionism
  • Teacher induction
  • Teacher leadership


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