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Mentzer, G. A., Czerniak, C. M., & Struble, J. L. (2014). Utilizing Program Theory and Contribution Analysis to Evaluate the Development of Science Teacher Leaders. Studies in Educational Evaluation, 42, 100-108.
https://doi.org/10.1016/j.stueduc.2014.03.003

has been cited by the following article:

• TITLE: Partnership in Teacher Excellence Program: Teacher Leaders Reflect on Their Master’s Degrees

  AUTHORS: Nathan Bond

  KEYWORDS: Teacher Leadership Preparation, University and District Collaboration, Graduate Degree

  JOURNAL NAME: Open Journal of Leadership, Vol.14 No.1, February 10, 2025

  ABSTRACT: Teacher leaders can foster professional growth among colleagues, increase student learning, and improve schools. Unfortunately, teacher leaders often do not receive formal training to lead. To remedy this problem, school districts and universities have partnered to develop master’s degrees in teacher leadership. This qualitative multiple case study examined five elementary teachers and five secondary teachers who graduated from such a master’s degree program. The study found that teacher leaders in the master’s degree program acquired new knowledge, felt more confident to pursue teacher leadership roles, developed professional relationships with colleagues, and valued the support provided by the district and the university.