In this article, we have considered the role of the chair in leading the learning necessary for a department to become effective in the teaching and learning of science from a reformed perspective. We conceptualize the phrase “leading learning” to mean the chair's constitution of influence, power, and authority to intentionally impact the conceptual, pedagogical, cultural, and political aspects of teachers’ work. The data for this article are based on our ongoing work with one science department, over the past nine years, and have been woven into a longitudinal narrative study of a chair who has led the learning of an effective department since 2000. In considering the data, we can reach two major conclusions. First, for a chair to lead learning is to build a professional commitment to a vision of science education, not a particular program. Second, in leading learning, chairs afford opportunities for teacher empowerment. This affordance, however, is only half the issue. It is commitment to a vision that drives a desire to take advantage of opportunities as they arise. In leading learning that reflects changes in the broader science education community, learning opportunities are opened beyond the department.

中文翻译：

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领导学习：科学系和主席

在本文中，我们从改革的角度考虑了主席在领导一个部门在科学教学中变得有效所必需的学习方面的作用。我们将短语“引导学习”概念化为主席的影响力、权力和权威的构成，以有意影响教师工作的概念、教学、文化和政治方面。本文的数据基于我们在过去九年中与一个科学系的持续工作，并已编入对自 2000 年以来领导有效系学习的一位主席的纵向叙述研究。 在考虑数据时，我们可以得出两个主要结论。首先，领导学习的主席是建立对科学教育愿景的专业承诺，而不是特定的计划。其次，在领导学习中，椅子为教师赋权提供了机会。然而，这种可供性只是问题的一半。这是对愿景的承诺，它推动了在机会出现时利用机会的愿望。在反映更广泛科学教育界变化的领导学习中，学习机会在系外开放。