Abstract
This case study examined district efforts to strengthen instructional leadership practices in Area III of the Calgary Board of Education during three years. Building on research informed conceptions of teaching, instructional leadership, professional learning, and district leadership our research focused on the development of pedagogical leadership that requires school leaders to be leaders of teacher learning. Data included individual and focus group interviews, provincial achievement tests, student engagement surveys, documents, field notes and participant observations. Our findings indicate that district leaders and consultants have effectively mobilized evidence-based professional learning to strengthen instructional leadership, teaching, and student learning.
Refereed
No
