EnLiST
Entrepreneurial Leadership in STEM
Teaching and Learning
Developing Entrepreneurial
Teacher Leaders
Presenters:
Jeanne Koehler, Raymond Price, and Fouad Abd-El-Khalick
Conceptualizing Entrepreneur
How would you define:
• Entrepreneur
• Entrepreneurship
• Entrepreneurial
Generating Knowledge Through EnLiST
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Overview of EnLiST
Conceptualizing Entrepreneurial Teacher Leadership
Creating a Conceptual Framework
Engaging Entrepreneurial Leadership within EnLiST
Discussion
Purpose and Goals of EnLiST
EnLiST aims to build the capacity of a new generation of
science teacher leaders through:
• cutting edge content and pedagogical knowledge
institutes;
• building a community;
• fostering an entrepreneurial spirit and mindset.
Teachers contribute to transforming science teaching and
learning in their classrooms, schools, and districts.
Overview of EnLiST
EnLiST began in 2009 and includes:
• a focus on physics and chemistry (high school) and
physical sciences (elementary and middle school);
• a three year commitment/engagement from teachers;
• a series of summer institutes on the Illinois campus
coupled with school-year activities and support;
• partnership and collaborative activities within and across
partners;
• entrepreneurial leadership opportunities.
Conceptualizing Entrepreneurial
Leadership
A conceptual journey featuring:
• a process;
• interdisciplinary participation;
• concept mapping and sorting;
• operationally defining and redefining terms;
• messiness.
Entrepreneurial Teacher Leader
Conceptual Framework
Moved forward through:
• more extensive review of the literature;
– Social Networks
– Teacher Leadership
– Entrepreneurship: Business, Social, Intellectual, and Educational
• ongoing discussions with interdisciplinary research team;
• concept mapping and visualizing.
Research Team
• Fouad Abd-El-Khalick, Science Education
• Liora Bresler, Qualitative Research and Intellectual
Entrepreneurship
• Janet Gaffney, Special Education and Teacher Leadership
• Wei Gao, GSLIS and Social Networking
• Caroline Haythornthwaite, GSLIS and Social Networking
• Jeanne Koehler, Organizational Change and Educational
Entrepreneurship
• Anita Martin, EnLiST Project Coordinator
• Raymond Price, Industrial and Enterprise Systems Engineering
• Patricia Shapely, Chemistry
Overall Conceptual Model
Social Networks
• Actors
– Nodes in the network
– Interact and maintain relations with each
other
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1
38
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9
13
2
6
14
3
4
7
8
• Relations
5
47
– Lines in the network
– Connect actors in specific kinds of
interaction
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25
• Ties
– Lines between actors
– Ties exist between actors who are
connected by one or more relations
• Networks
– Whole configuration of ties and actors
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40
48
34
15
18
24
37
10
31
20
36
1
38
11
28
6
13
14
35
2
44
47
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42
7
4
9
26
5
21
29
16
17
32
43
50
12
22
45
51
8
3
30
52
49
27
41
39
23
46
Social Network Questions
• Addressing information flow among teachers about
science and science teaching
• Questionnaire Summer 2009
– Re 5 to 8 people you communicate with most frequently about
science and science teaching
• (1) who do you learn from about science and science
teaching?
• (2) who learns from you about science and science teaching?
• Describe briefly what you / they learn
• Interviews Fall 2009 (n=14)
– More in-depth about: relationships with those they learn from,
what they learn from others, significant learning experiences,
change or innovation in science teaching
Educational Entrepreneurship
• An era of educational entrepreneurship has begun.
• Unconventional thinkers have founded organizations that
are influencing K-12 education.
• Innovative models for delivering instruction and
recruitment of teachers have been introduced.
(Hess, 2007, p. 21)
Developing Entrepreneurial Teacher Leaders
Since the early twentieth century, educational entrepreneurs have made
major changes in U.S. public school goals, governance, organization,
and curriculum.
(Cuban, 2006, p. 224).
EnLiST teacher leaders will:
• increase science content knowledge;
• develop and maintain more complex social networks;
• build entrepreneurial leadership competencies.
Educational Entrepreneurship Defined
An entrepreneurial educator:
• changes the school system in significant or fundamental
ways;
• creates innovations that disrupt the status quo;
• transforms the system itself.
(Teske & Williamson, 2005, p. 45)
Entrepreneurial Teacher Leader Conceptual Framework
Entrepreneurial Teacher Leaders:
Challenges For Teachers
Teachers:
• often work alone with small networks;
• have limited non-classroom experience and
responsibilities;
• have little exposure to leadership development and
competency building;
• face economic, political, and regulatory constraints;
• lack of organizational encouragement for innovation;
• encounter systemic forces that limit innovation (real and
perceived).
Developing Entrepreneurial Teacher Leaders
Teacher leaders are encouraged to:
• identify opportunities to enhance science teaching and
learning;
• create innovations in instructional delivery;
• broaden social networks;
• use entrepreneurial competencies to foster change at the
classroom, school, and district level.
Building Entrepreneurial
Teacher Leader Competencies
Entrepreneurial Leadership course focuses on:
• building entrepreneurial competencies;
• gaining perspective (recognizing how one sees the
world);
• practicing engagement and leadership skills;
• partnering with cascade teachers;
• creating entrepreneurial leadership projects that are
supported;
• ongoing coaching and mentoring to sustain project
development.
Ongoing Research and Measurement
• Evaluation team is collecting formative and summative
data throughout the 5-year project.
• Data will include:
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surveys (mid and post surveys);
content assessments;
interviews;
observations (using Reformed Teaching Observation Protocol).
• Assessment data from state and classroom tests.
• Ongoing research: social networks and entrepreneurial
leadership.
Discussion