Teacher Leader Perspectives of Implementing a High School Redesign Model

Shirley, Jessie Lynn

Teacher Leader Perspectives of Implementing a High School Redesign Model

dc.contributor.advisor	Chapman, Olive
dc.contributor.author	Shirley, Jessie Lynn
dc.contributor.committeemember	Koh, Kim
dc.contributor.committeemember	Kowch, Eugene
dc.contributor.committeemember	Mombourquette, Carmen
dc.contributor.committeemember	Potvin, Bernard
dc.date	2021-11
dc.date.accessioned	2021-10-12T21:27:11Z
dc.date.available	2021-10-12T21:27:11Z
dc.date.issued	2021-06-30
dc.description.abstract	Teachers’ 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	en_US
dc.identifier.citation	Shirley, J. L. (2021). Teacher Leader Perspectives of Implementing a High School Redesign Model (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/39347
dc.identifier.uri	http://hdl.handle.net/1880/114044
dc.language.iso	eng	en_US
dc.publisher.faculty	Arts	en_US
dc.publisher.institution	University of Calgary	en
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.	en_US
dc.subject	Teacher Leader	en_US
dc.subject	Pedagogical Structure	en_US
dc.subject	Student-Centered Learning	en_US
dc.subject	Self-Directed Learning	en_US
dc.subject.classification	Education	en_US
dc.subject.classification	Education--Curriculum and Instruction	en_US
dc.title	Teacher Leader Perspectives of Implementing a High School Redesign Model	en_US
dc.type	doctoral thesis	en_US
thesis.degree.discipline	Education Graduate Program – Educational Research	en_US
thesis.degree.grantor	University of Calgary	en_US
thesis.degree.name	Doctor of Education (EdD)	en_US
ucalgary.item.requestcopy	true	en_US