Dissertation/Thesis Abstract

Using Cross-visitation to Elicit Collaborative Inquiry among Teachers and a Building Administrator to Improve Student Achievement
by Mitchell, Richard A., Jr., Ed.D., University of Pennsylvania, 2018, 170; 10784597
Abstract (Summary)

The research presented in this study examined what happened when I, as a building administrator, created and supported opportunities for teachers to emerge as leaders with the capacity to support each other, how my engagement with teachers as a building administrator promoted collaborative leadership and learning, and how making the classroom a site for collaborative inquiry influenced the professional learning of four teachers, and myself. These foci were studied through a constructivist framework in which we learned together to collectively improve our practice. Three rounds of collaborative classroom cross-visitations took place through a high school semester in which two math teachers, and two English teachers visited each other’s classrooms with myself, as a building administrator, present. Each round included a pre-conference and a post-conference. Data suggests that the teachers and I benefitted from the process professionally. Additionally, I, as a building administrator, benefitted by learning to observe and evaluate teachers more effectively, while building important professional relationships which enhanced my ability to collaborate in constructing a cohesive community of educators within the research site. Further, logistical records taken from the study illustrate the need for careful and deliberate planning toward the sustainability of any cross-visitation program. The research illustrates the importance of the development of teacher-leaders, and of establishing a program through which teachers can visit each other’s classrooms with a building administrator so that all parties can learn from each other in a generative and collaborative manner.

Indexing (document details)
Advisor: Waff, Diane
Commitee: Brody, Judy, Campano, Gerald, Gentile, Claudia
School: University of Pennsylvania
Department: Reading, Writing, Literacy
School Location: United States -- Pennsylvania
Source: DAI-A 79/10(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational evaluation, Educational leadership, Educational administration
Keywords: Administrator practitioner inquiry, Collaborative practice, Formal observation, Inquiry community, Teacher evaluation, Teacher observation
Publication Number: 10784597
ISBN: 978-0-438-04608-5
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest