Rushton, Kenzie2017-06-282017-06-282017-05http://hdl.handle.net/1880/52120There 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.teaching effectivenessinstructional leadershipprofessional learningasking questionsunknown10.11575/PRISM/5335