Pedagogical Leadership in Area III

• In Event: Roundtable Session 6
  In Roundtable Session: Research on the Superintendency SIG

Abstract

This paper focuses on ways in which school leadership practices improve teaching, student engagement and student achievement. Building upon research informed conceptions of teaching (Friesen, 2009), instructional leadership (Robinson, 2011; Wahlstrom, 2012) and feedback (Friesen, 2009; Hattie, 2012; Robinson, 2011; Wahlstrom, 2012), the research has focused on aspects of pedagogical leadership which require school leaders to be leaders of teacher learning rather than mere facilitators or collegial discussants. Evidence collected from a variety data sources indicates that school leaders are (1) deepening their understanding of effective teaching and learning for knowledge-building inclusive environments, (2) mobilizing evidence-based leadership practices and (3) developing processes for providing teachers with timely, specific and constructive feedback about teaching and learning.

Authors

• Jim Brandon, University of Calgary

• Candace Saar, University of Calgary

• Sharon Friesen, University of Calgary