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As a result of more recent events connected to the ongoing and lasting legacy of systemic racism in our society and the sparsity of research focused on both disciplinary teacher leadership (TL) and centering social justice and equity in teacher leadership literature reviews, this research investigated the ways in which science teacher leadership (STL) emerged in the context of a science department engaged in a year‐long professional learning experience aimed at teaching science for social justice. Drawing on a community of practice teacher leadership identity model as a theoretical framework and qualitative research methods, we sought to characterize STL that centered social justice. Written teacher reflections, semi‐structured interviews, and science lessons were collected from the six female science teachers and a female school administrator. The research revealed how STL supportive of teaching science for social justice was grounded in, among other characterizations of teacher leadership, competences like content and pedagogical knowledge, performances like inclusiveness and lesson design, and support from the structure of the year‐long professional learning, and engagement in a community of practice. This research provides insights into the complex characterization and emergence of STL. 

Overview Project teacher Emily Lisay describes a lesson she taught which spanned several days in a high school anatomy class and was based on the NGSS standard HS-LS1-2, during the second semester of the school year. Throughout the year, the class used public health and social justice data to explore equity in science and medicine. The main goal was for students to observe connections between scientific principles (the structure and the function of the respiratory system) and social issues, specifically the effects of climate change on human health. I also wanted them to consider possible solutions. This activity was built on students’ knowledge of the cardiovascular system, some basic knowledge of other body systems, and some background on climate change and its causes. The lesson was designed so that minimal resources (newsprint, markers, and internet access) would be needed.