Educator Dialogue in Teacher Collaborative Inquiry: Intersections, Constraints, and Possibilities of Teacher Leadership Within School and District Hierarchies

• In Event: Roundtable Session 26
  In Roundtable Session: Understanding School Leadership: Three Dynamic Spectra Within Collaborative Inquiry

Abstract

This paper explores the general characteristics of the collaborative dialogue within an elementary school network of 17 schools in an urban school district in Southern Ontario. The paper describes the qualities of dialogue amongst teachers, principals and school coaches as they collaborated. The paper is centrally concerned with the ways teacher leadership interacts with formal school leadership within collaborative dialogue- how challenge and rigour intersect with collegial identity and belonging within teacher team work.

Authors

• David Hagen Cameron, People For Education

• Rachel Ryerson, Ontario Ministry of Education