Teacher Leader Initiated Cross-Curricular Collaboration: An Action Research Self-Study

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Ethical, Collaborative, Culturally Responsive, and Trauma-Informed Leadership: Exploring Varied Perspectives, Practices, and Collaborations (Table 37)

Abstract

In this action research self-study, two designated teacher leaders in a public high school in a major city initiated a study after discussing writing in each of their classrooms (social studies and English). Supported by Wave 4 teacher leadership and Supported Teacher Collaborative Inquiry, the researchers sought to understand how and why teacher leaders initiate collaborative curricular evolution and how these collaborative initiatives play a role in the teachers’ own growth and professional practices. Through field notes, personal journals, and interviews, preliminary findings indicate that this work leads to increased understanding of our own pedagogical content knowledge, our colleagues’ pedagogical content knowledge, and our colleagues’ experiences teaching their own courses.

Authors

• Candice Chiavola, Montclair State University

• Robert Canobbio, Hunter College - CUNY