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Abstract Mathematics teacher leaders may play an integral role in supporting change to address inequities in STEM education. To harness this potential, there is a need to identify effective professional development models that empower and motivate mathematics teacher leaders. We examine one such model focused on developing 30 K‐12 mathematics teacher leaders to support and expand teacher leadership within Nebraska, USA. Data analysis from interviews and surveys suggest that the project's focus on building and expanding teacher leaders' professional networks and increasing access to a variety of leadership opportunities contributed to a culture that empowered and motivated teacher leaders. Using the four frames model of organizational change in STEM, we identify several cultural features that contributed to the project's impact, including a cohort model connecting like‐minded educators that supported each other's efforts to enact changes; a distributed leadership philosophy that positioned participants as leaders within the project and at the university in which the project was situated; structural supports (e.g., funding, awards) for participants to engage in leadership; and a tailored approach to support participants based on their individual goals and vision for leadership. These findings have theoretical and practical implications for developing and supporting mathematics teacher leadership. 

Given the ubiquity of curriculum materials and complexity of their usage, it is imperative that teacher education programs prepare prospective teachers (PSTs) to use curriculum materials. In this paper, we focus on what PSTs notice when they are interacting with curriculum materials, and how their initial impressions of curriculum materials influence their later understandings of curriculum materials. We found that PSTs’ 20-second impressions may be indicative of their longer impressions of curriculum materials, which can include their preferences, values, beliefs, and approaches to using curriculum materials. We suggest that teacher educators expose PSTs to a variety of curriculum materials to better support PSTs in planning and enacting lessons. 

Abstract Learning science, technology, engineering, and mathematics (STEM) subjects starting at a young age helps prepare students for a variety of careers both inside and outside of the sciences. Yet, addressing integrated STEM in an elementary school setting can be challenging. Teacher leadership is one way to address this challenge. The purpose of this qualitative, descriptive case study is to understand how participation in the NebraskaSTEM Noyce Master Teaching Fellowship project impacted elementary STEM teacher leadership identities. Our findings suggest participation in the project contributed to different layers of teacher leadership identity (as a STEM learner, as a STEM teacher, and as a STEM teacher leader). These findings suggest professional development should be tailored to address empowering specific layers of STEM teacher leaders' professional identity. Other teacher leadership development projects may want to consider how to structure their projects to empower teachers based on the identities and experiences of those teachers.