Leading Professional Learning: A Case Study

Abstract

The purpose of this case study was to investigate the relationship between instructional leadership and teaching practice when a specific professional discipline-based inquiry-oriented learning model was implemented in an urban elementary school. As both an instructional leader and the researcher, I conducted nine semi-structured interviews with the teachers from my school. The first research question asked, what leadership actions are most effective in supporting teachers to implement a specific professional learning model designed to support a discipline-based inquiry approach to teaching and learning? Based on the analysis of the data, three findings emerged: establishing a clear vision; instructional leader involvement in the professional learning model; and encouragement of teacher professional learning based on relational trust. A conclusion drawn was that precise focused actions of the instructional leader are effective in supporting teachers to implement a specific professional learning model designed to support a discipline-based inquiry approach to teaching and learning. The second research question asked, how does the use of a specific professional learning model designed to support a discipline-based inquiry approach to teaching and learning impact teacher professional learning? Based on the analysis of the data, three findings emerged: the learning model facilitated teacher collaboration; the learning model built teacher capacity; and the learning model accentuated teacher use of educational research and evidence to inform practice. A conclusion drawn was that the use of a specific professional learning model designed to support a discipline-based inquiry approach to teaching and learning positively impacted teacher professional learning.