Instructional Leadership: The Art of Asking Questions to Promote Teaching Effectiveness

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dc.contributor.authorRushton, Kenzie
dc.contributor.facultyWerklund School of Education
dc.date.accessioned2017-06-28T22:34:04Z
dc.date.available2017-06-28T22:34:04Z
dc.date.issued2017-05
dc.description.abstractThere is a growing body of literature that highlights the ways to support professional conversations on the part of leadership through processes and protocols. However, there are few opportunities for instructional leaders to engage in professional learning, which strengthens their skills in asking questions as part of those protocols and processes. Our goal in this paper will be to share how a partnership between a rural school division and an independent, charitable organization that consists of thought-leading educators have developed professional learning to support instructional leaders in their understanding of teaching effectiveness and the art of asking questions around authentic task design.en_US
dc.description.refereedYesen_US
dc.description.sponsorshipUniversity of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oilen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5335
dc.identifier.urihttp://hdl.handle.net/1880/52120
dc.languageen
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectteaching effectivenessen_US
dc.subjectinstructional leadershipen_US
dc.subjectprofessional learningen_US
dc.subjectasking questionsen_US
dc.titleInstructional Leadership: The Art of Asking Questions to Promote Teaching Effectivenessen_US
dc.typeunknown
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