What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?

Frameworks for professional learning offer models of progression that analyse and describe changes in learner behaviours practices. This paper argues frameworks teacher theoretical can enhance teachers’ agency their own development. Teachers’ use two primary science are considered: the Trajectory Professional Development (TOPD) subject leadership, Teacher Assessment Primary Science (TAPS) assessment leadership. Analysis survey data on identified impact shared language as key themes. The paper’s conclusions build work Kennedy, suggesting malleable tools reflective dialogue between teachers. authors discuss how explicit identification practices within supported teachers to develop a understanding identifying next steps learning. They make case not sufficient own, they only non-situated explanations development, them be greatest benefit need stimulate exemplification relation learner’s context.