Distributed Leadership in Collaborative Staff Inquiry
Shendah Benoit, Mi Song Kim, University of Western Ontario, Canada
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The art and science of inquiry learning is now a critical format for teacher professional learning as it is a foundation for student learning. However, although a model of collaborative inquiry as a professional learning method has a profound influence on school leadership, teacher effectiveness and student learning, there has been little research initiated by a school principal. This study focuses on the school principal’s initiation and implementation of collaborative inquiry in an elementary school in BC, Canada. In particular this case study proposes the collaborative staff inquiry (CSI) so that all members of a K-7 elementary school staff including educational assistants investigated questions focusing on enhancing instructional practice with the goal of improving student learning. This qualitative study found 4 aspects to effectively implement the CSI: shared goals, time for collaboration, the role of assessments to inform decision making, and distributed leadership.
Benoit, S. & Kim, M.S. (2015). Distributed Leadership in Collaborative Staff Inquiry. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1636-1640). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)