Despite the importance for teachers to become STEM instructional leaders within their classrooms and schools, pathways for STEM teacher leadership are minimal. This situation is perpetuated by the lack of a clear understanding of "what teacher leadership looks like, how teachers develop into leaders, and the effects of teacher leadership". Even when teacher leadership development programs are established, professional development (PD) for teacher leaders is insufficient or the school environment limits teacher leaders’ abilities to effectively carry out the roles in which they have been trained.