Brandon, JamesCooper, Lori2014-12-242015-02-232014-12-242014http://hdl.handle.net/11023/1976The 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.engUniversity 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.Education--AdministrationPrincipalInstructional LeadershipElementaryTeacher Professional LearningCase StudyDiscipline-Based-InquiryParticipatory ResearchGalileo Educational Networkdoctoral thesis10.11575/PRISM/26737