Sustaining Teacher Leadership: Insights from the Knowles Teacher Initiative
Pictured, left to right: Rosiane Lesperance (Program Officer of Teacher Development), Anna Monteiro (Director of Senior Fellows Program), Kasey DiSessa (Teaching Fellow), Kevin Henson (Lenape High School Science Teacher, Senior Fellow),and Doug Larkin (Professor of Science Education at Montclair State University, Knowles Board of Trustees).
Our nation is facing alarming teacher attrition and burnout rates, especially within science and mathematics. The Knowles Teacher Initiative, a nonprofit that offers a teaching fellowship and leadership development support beginning in a teacher’s early years and continuing throughout their teaching career, is creating a model for sustainability and teacher leadership. Through the Teaching Fellows and Senior Fellows programs, Knowles aims to support new and experienced teachers by developing a robust approach that emphasizes community, leadership, and continuous professional development. A panel discussion, Sustaining Teacher Leadership: Insights from the Knowles Teacher Initiative, held at the New Jersey Science Convention on October 15, 2024 explored this very topic. Below are key excerpts from the discussion, featuring insights from panelists Kasey DiSessa (Teaching Fellow), Kevin Henson (Lenape High School Science Teacher, Senior Fellow), Anna Monteiro (Director of Senior Fellows Program), Rosiane Lesperance (Program Officer of Teacher Development), and moderator, Doug Larkin (Professor of Science Education at Montclair State University, Knowles Board of Trustees).
In this discussion, panelists shared their insights on the key elements of establishing and sustaining strong teacher leadership, drawing from their experiences with the Knowles Teacher Initiative. Knowles’ vision of teacher leadership emphasizes collaboration, with teachers taking the lead in initiating, owning, and critically evaluating improvement efforts that benefit not only their own students but also have the potential to positively impact all students.
This panel provided context for how Knowles supports the development and sustainability of teacher leaders through its Teaching Fellows and Senior Fellows programs. Teachers begin the Teaching Fellowship as early-career educators, receiving professional development and community support for five years. After completing the Fellowship, they transition into the Senior Fellows program, where they continue to engage with the community and further develop as teacher leaders through various opportunities.
- What is the current state of teaching for science educators as it pertains to retaining teachers and how it sustains them in the profession?
Kasey: “Every science teacher that has left my department since I started teaching has had over a decade of experience. I’ve also noticed that the more a new teacher is willing to grow and reflect, the more they tend to struggle with the challenges of teaching. To me, this says that the current climate in education has made it less sustainable for many people. It’s really hard to want to put in the extra work to be a good teacher when there are so many people outside of the classroom trying to control what happens inside it. What’s been really helpful for me has been building positive relationships with other teachers that are based on personal connections and joy in the profession and remembering that there is real meaning behind the effort we put in. Setting healthy boundaries with work has also been really important.”
Kevin: “At my school, I’ve noticed that teachers who stay long-term often feel supported and have developed a sense of collegiality. We’re constantly talking about how we can push our instruction further and hold each other accountable. It’s more than just getting along—it’s about being open to constructive critique and ongoing improvement. However, I’ve seen a gap in newer teachers’ experience with the concept of ‘productive struggle.’ Some may fear grappling with challenges, feeling it might reflect poorly on them, which can prevent them from growing. This hesitancy to embrace struggle concerns me because it’s a necessary part of teacher development. I also worry about the state of teacher evaluation and the path to tenure status for teachers. Teachers find themselve reluctant or unwilling to take “risks” or try new things for fear of being looked at as an ineffective teacher. Many of my newer colleagues state that they want to just do what is needed to not draw attention their way or have many students and parents complain. My personal experience as a beginning teacher saw so much value and grew in my teacher identity by not having this attitude/approach. The Knowles community instilled in me a growth mindset and one of inquiry stance in teaching and has helped me to develop and grow not only to become a better teacher for my students but also to help students collectively in my school and network of colleagues.”
2. The Knowles Teaching Fellowship places a strong emphasis on teacher leadership. How does strengthening teacher leadership contribute to retention?What has Knowles learned about the relationship between leadership, sustainability, and retention?
Anna: “At Knowles, we are dedicated to supporting teachers in learning from their practice by fostering the development of an inquiry stance. This foundation is built during the Teaching Fellowship, where Fellows examine their teaching practices and engage with teacher communities to develop and implement leadership actions. As they transition into the Senior Fellows Program, they have the opportunity to broaden their influence by choosing their own path through various leadership and impact programs.
We believe that agency—teachers having a say in their professional growth—builds resilience and strengthens teacher communities. Knowles provides avenues for teachers to step into roles beyond the classroom, such as coaching or developing professional learning sessions. By empowering teachers in this way, we support their growth and help them remain in the profession longer.
Through the inquiry-based work of the Teaching Fellows Program and over 80 unique leadership roles available to Senior Fellows in the Senior Fellows Program, Knowles creates space for teachers to shape their development and focus on areas of personal and professional interest. When teachers have a voice in their learning journey and a connection to their work, it not only enhances their growth but also makes the work more sustainable and reduces burnout. ”
Rosiane: “A key aspect of sustainable teacher leadership is the establishment and nurturing of strong teacher communities. At Knowles, we create multiple opportunities for teachers to engage in meaningful learning communities as part of their work. Community is essential to sustainable teaching. Personally, when I was a teacher, it was my connection to my teacher community that kept me in the classroom. Having colleagues to share ideas with, learn from, and be vulnerable with helped me stay connected and avoid feelings of isolation and burnout.
At Knowles, Teaching Fellows belong to cohorts, online communities, inquiry groups, and smaller opt-in groups where they collaborate and support one another around similar interests, challenges, and topics. They also have access to diverse mentors and leaders who model sustainable teaching careers. As Senior Fellows, they continue to build smaller, intentional communities through optional roles, such as becoming a coach or leading professional development. In these spaces, they’re developing as teacher leaders together.
Knowles creates these smaller communities and spaces for teacher leaders to grow and learn together through shared work. This ongoing network of support ensures that teachers feel connected, valued, and part of a larger community invested in their growth and success.”
3. Community seems to be a critical factor in sustaining teachers at Knowles. How has being part of a Knowles community supported your practice, and how have you been able to bring those practices back to your own schools?
Kasey: “Having other teachers, even though they’re outside my school, who care enough to reflect on their practice and try new things has had a huge impact on my practice. It reminds me that I’m not just some naive, overly-optimistic new teacher who will become jaded like everyone else when I figure out how things ‘really are’. Having this community has really built my confidence to try out new things in my classroom, and so many ideas of what those new things should be have come from the Knowles community. It’s also helped me embrace vulnerability in my teaching and be more honest with my students about my learning as a teacher. This support system has also made me a lot more willing to share my ideas and my classroom with my coworkers, even if they don’t take me up on using the activities or coming in to watch me. Having people who are always trying to improve there to encourage you to also improve makes it a lot easier to want to .”
Kevin: “The Knowles network has normalized productive struggle for me. Teachers sometimes fear that struggling means they aren’t good enough, especially in environments where evaluation can feel high-stakes. In addition, being vulnerable in front of your peers can feel a little unnerving as you don’t want others to think differently of you or have a sense of what you are as a teacher; your perceived teacher identity. Being in Knowles has helped me view struggle as a natural and necessary part of development. By engaging in inquiry cycles with my colleagues, I’ve brought this perspective back to my school. I’ve even opened my classroom for observations and conversations, which has started to change how my colleagues view growth and professional vulnerability. By allowing myself to be vulnerable and show the growth and development I am on I feel has really helped teachers embrace this productive struggle. Gone is the stigma that a veteran teacher is “the expert teacher” and that new teachers have no voice amongst the crowd of seasoned teachers.”
4. The concept of inquiry has come up a few times. Knowles Fellows are encouraged to engage in inquiry cycles. How has the inquiry model impacted teaching capacity?
Rosiane: “Our inquiry model is designed to grow alongside our Fellows. Over the course of the five-year Fellowship, our goal is to help Fellows develop what we call an “Inquiry Stance.” We begin laying the foundation for this work in Year 1, where Fellows are prompted to reflect on the question, “What does it mean to be a doer of math and science in my classroom?” As Fellows progress through the program, they are encouraged to expand their inquiry to encompass their entire school community. By the final year of the Fellowship, Teaching Fellows are identifying areas where they can have influence within their schools and preparing to serve as agents of change.
This emphasis on inquiry helps Fellows build adaptability and agency, giving them the tools to explore what truly interests them while also positioning them as reflective practitioners committed to continuously improving their practice and their school communities. Each Fellow’s journey is unique, but the shared experience of inquiry fosters a collective growth mindset that drives ongoing professional development.”
Kasey: “Inquiry has made me much more willing and able to reflect on all areas of my teaching practice, and has given me the skills to encourage my colleagues to reflect on theirs as well. Last year, I started a book study that included teachers from a variety of subjects and departments where we read about equitable grading practices. I would never have felt like I, as a new teacher, had anything to share with more veteran teachers or have any idea of how to share it without my experience with inquiry at Knowles. It’s what made me willing and confident to open my own teaching up to others so we could reflect together on my practice and eventually have my colleagues be comfortable enough to let us look at their teaching, too. This allowed me to benefit my students through inquiry in my own classroom as well as my colleagues’ students through the work we did together.”
5. From your perspectives, what factors do you see as contributing most to the retention of STEM teachers?
Anna: “At Knowles, we emphasize agency, giving teachers the power to make decisions about their work, both in and out of the classroom. For example, our Fellows are involved in designing course materials, leading inquiries, and even shaping our professional development programming. This sense of ownership over their practice, how they support other teachers, and the direction of their own professional growth helps teachers feel invested, valued, and motivated to stay.”
Kevin: “Having a voice in education is huge. Knowles encourages us to bring our stories, successes and struggles into our own settings and even to new ones. As a Senior Fellow, I’ve been able to create mini-Knowles communities in my school, giving others a taste of what we have. Serving as a mentor or leading a book study aren’t just roles; they’re opportunities to impact education more broadly and to bring meaningful change to our school systems. I have felt that Having teachers reflect on their practice and growth and start to tease on the path of their teacher identity journey helped me stay in the classroom. Teaching can truly be a difficult profession when you are finding yourself stuck in your own head and thoughts. Opening up your classroom and ideas with colleagues can really help to gain perspective and create a community of learners as opposed to just a singular learner. Allowing teachers the space to be vulnerable and try new/innovative methods with their classes without the fear of an evaluation scoring you negatively should be something that is fostered in a school community. The process of teaching should be valued more than the end product. Creating spaces such as this where teachers can embrace productive struggle and work with a community of teachers really has helped to retain teachers in my setting.”
Why are these conversations important?
The panel underscored the value of fostering a community that actively supports teacher leadership, reflection, and resilience. At a time when so many teachers are feeling burned out and are leaving the profession, the Knowles Teacher Initiative is showing that sustained engagement, inquiry, and strong professional networks can keep teachers in the classroom inspired and empowered. As illustrated by the panel, this approach creates a culture where teachers can thrive, grow, and continue impacting the next generation of learners.
The insights shared by the panelists highlight a powerful truth: teacher leadership and sustainability require intentional effort, strong communities, and opportunities for growth. As we strive to support teachers in their practice and leadership, we must ask ourselves:
As educators:
- How can I foster meaningful, collaborative relationships with my colleagues that encourage reflection, vulnerability, and shared growth?
- What small steps can I take to bring inquiry-based professional learning into my school community?
- How can I model a healthy balance between commitment to students and self-care, setting boundaries that make teaching sustainable?
As school leaders:
- How can I create structures that encourage teachers to connect and collaborate as a community?
- What opportunities am I providing for teachers to shape their own professional growth and leadership pathways?
- How can I ensure that teachers feel supported in taking risks, engaging in inquiry, and reflecting on their practice without fear of judgment?