Teacher Leader Perspectives of Implementing a High School Redesign Model
AuthorShirley, Jessie Lynn
Committee MemberKoh, Kim
Education--Curriculum and Instruction
MetadataShow full item record
AbstractTeachers’ involvement in the implementation of school reforms could vary widely and this impacts the extent to which they embrace change in their practice; the extent to which they take on leadership roles; and the extent to which the change is understood. This single case study investigated lead teachers’ perspectives of the Alberta High School Redesign Model [AHSRM], their process of implementing the AHSRM and the impact of the AHSRM on their teaching and professional thinking. The participants were eight teachers from a single high school in Alberta. As lead teachers, they had full responsibility for interpreting and implementing the AHSRM in their school. Data sources included individual and focus-group interviews, as well as classroom observations. Findings revealed that teachers were able to interpret most of the foundational principles, the purpose of the AHSRM, and the importance of the AHSRM, which supported the implementation process of the redesigned pedagogical structure in their school. Their level of success in the implementation depended not only on the AHSRM foundational principles, but also on the pod structure and their teamwork. The implementation process enabled them to make significant changes to their teaching that included creative instruction and assessment practices, as well as other approaches that provided a more positive educational experience for both students and teachers. Overall conclusions find that although high school reform is a complex and demanding undertaking, the AHSRM can provide a basis for teachers to make important, meaningful changes to their practice and professional thinking. In addition, when the redesign focus is on pedagogical structure, teachers are key to the implementation process. Finally, the pod structure is an important and potentially effective way to implement a high school redesign model. This study has implications for school administrators, teachers, and researchers who are involved in, or considering teachers’ participation in implementing the AHRSM or similar redesign models. Key Terms: Alberta high school redesign model, pedagogical structure, student-centred learning, lead teacher, self-directed learning
CitationShirley, J. L. (2021). Teacher Leader Perspectives of Implementing a High School Redesign Model (Unpublished doctoral thesis). University of Calgary, Calgary, AB.
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