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Classroom-based teacher leaders assume a variety of roles includ- ing being a model of effective instruction and supporting others to improve instruction. However, some teachers may be reluctant to engage in novel pedagogies. In working with 34 experienced tea- chers in their final year of a teacher leadership fellowship, we developed a rehearsal activity toward the co-creation of principles for supporting reticent colleagues. Using thematic content analysis, we analyzed rehearsal scripts and subsequent discussion. We exam- ined what their rehearsals revealed about their perspectives on supporting reticent colleagues and how rehearsals can be used to build knowledge for leadership practice. We found evidence that considering realistic scenarios through scripting and rich discussion was a useful approach for supporting emerging leaders. Teacher leaders drew on their expertise to collectively develop three guid- ing principles for supporting reticent colleagues. We re-envisioned rehearsals to leverage the knowledge of experienced teachers and identified four components of effective rehearsal for building net- worked expertise. 

Retrieved 4/19.23, from the AERA Online Paper Repository 

Much of the research on the development of professional noticing expertise has focused on prospective teachers. We contend that we must investigate practicing teachers as well, and in particular practicing secondary teachers, because they bring with them years of teaching experience and are situated in unique contexts. Hence we studied the longitudinal growth of the professional- noticing expertise of a group of practicing secondary teachers (N=10) as they progressed through a 5-year professional development (PD) about being responsive to students’ mathematical thinking. Results indicated that the first half of the PD supported their interpreting and deciding-how-to- respond skills, and the second half of the PD supported their attending skills, which were already strong even before the PD. We compare these results with the activities that occurred in the PD and discuss implications for future research and PD programs.