This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in mathematics by building the district’s capacity to conduct school-based PD for mathematics teachers. Given the power of school-based subject-specific PD for improving instructional quality, we worked with Teacher Leaders from participating schools to prepare and support them to lead PD workshops at their schools. In this paper, we examine how Teacher Leaders learn and adapt key elements of a PD model over three school years through the lenses of Prediger et al.’s Three-Tetrahedron-Model (2019) and the university’s Learning to Lead model. Over 3 years, we see that Teacher Leaders use the key structures of the PD model; make adaptations in response to school goals, interests, and priorities; and gain confidence in their work with colleagues. By viewing the adaptations through the lens of pedagogies of practice as well as the relationships illustrated by the 3-T model, this work offers insights into the complexities of teacher leadership development.

本文介绍了大学与城市学区之间的合作伙伴关系，其目的是使数学老师领导者在其学校中进行专业发展（PD）。大学和学区的合作伙伴共同努力，通过建立学区为数学老师开展校本PD的能力，来实现学区的使命，即为每个学生提供高质量的教学和公平的数学学习机会。鉴于以学校为基础的特定学科PD可以提高教学质量，我们与参与学校的教师领导合作，为他们准备并支持他们领导学校的PD研讨会。在本文中，我们通过Prediger等人的视角研究了教师领导者在三个学年中如何学习和适应PD模型的关键要素。的三面体模型（2019）和大学的学习领导模型。在3年多的时间里，我们看到老师领导使用了PD模型的关键结构；适应学校的目标，兴趣和优先事项；对他们与同事的工作充满信心。通过实践教学法以及3-T模型说明的关系来观察适应，这项工作提供了对教师领导能力发展的复杂性的见解。