Browsing by Author "Cooper, Lori"
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- ItemOpen AccessLeading Professional Learning: A Case Study(2014-12-24) Cooper, Lori; Brandon, JamesThe 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.
- ItemOpen AccessLeading Teacher Learning & Change in the Professional Learning Community: One School's Transformation Towards Implementing Meaningful PLCs(University of Calgary, 2014-05) Cooper, Lori; Werklund School of EducationWritten from the perspective of an elementary school principal, this paper supports the notion that teacher professional development occurs when teachers collaborate in professional learning communities. Grounded in the literature, this paper begins with an overview of professional learning communities. Next, an analysis of the expectations involved when teachers collaborate is explored, followed by a scrutiny of the role of school leaders in professional learning communities. Woven throughout the paper are examples from one elementary school’s attempts to implement meaningful professional learning communities.