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.
|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|
|Subjects:||Educational evaluation, Educational leadership, Educational administration|
|Keywords:||Administrator practitioner inquiry, Collaborative practice, Formal observation, Inquiry community, Teacher evaluation, Teacher observation|
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