Elementary teacher's perceptions of leadership strategies that most effectively promote and support collaborative professional learning
University of Lethbridge, Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education
As a teacher working in a small or single-graded school and partaking in collaborative professional learning I became curious what teachers in a similar context perceived as valuable strategies leaders could use to promote and support collaborative professional learning. In seeking to answer the question “What are the perceptions of teachers in small or single-graded schools of the ways in which leaders can effectively promote and support collaborative professional learning?” I interviewed seven teachers from small or single-graded schools, using semi-structured interviews, and collected their perceptions and experiences. I used a multi-step thematic coding process to organize the data into themes. From the analysis I found that teachers perceived the following strategies for leaders to employ in effectively promoting and supporting collaborative professional learning: engaging in professional learning alongside teachers; implementing newly learned pedagogical practices in the classroom alongside the teachers; allowing teachers freedom of choice in pursuing collaborative professional learning; providing time and resources to teachers to pursue collaborative professional learning; putting themselves on the forefront of trying new pedagogical practices and modeling them for teachers; and supporting teachers in their collaborative professional learning endeavors.
Professional learning , Collaborative learning , Elementary teachers , Single-graded schools