ABSTRACT
In this chapter, teacher leadership for STEM program development is explored through the lens of a conceptual framework compiled from the research literature. We describe the work of two different teacher leadership STEM teams by providing vignettes to describe the leadership approaches, traditional leadership and distributed leadership, that were observed in relation to the conceptual framework. A discussion of findings is presented with recommendations and implications for developing leadership models that promote and sustain STEM programming through a teacher leadership approach in schools.
