Collaboration Practices Within and Between Instructional Leadership Teams, for a Sustainable Pedagogical Improvement

• In Event: Important Issues in Leadership for Improvement

Abstract

The purpose of the project was to adapt, implement and assess a model of professional learning, based on instructional leadership and collaboration practices. In order to do that, communities of practice were implemented in 22 schools, in two districts. The project promoted the adoption and implementation of a model, Collaborative Research Cycle (CRC), that promotes four core practices: collaborative lesson planning, classroom observation, peer feedback and lesson refinement. Results show that the schools achieved a more deprivatized practice and teachers reported high levels of satisfaction. The CRC model promoted professional development at both individual and collective level, and fostered collaboration within and between schools.

Authors

• Paulo Luis Volante, Pontificia Universidad Catolica de Chile

• Magdalena Müller, Pontificia Universidad Catolica de Chile

• Álvaro Salinas, Pontificia Universidad Catolica de Chile

• Claudia Llorente, Pontificia Universidad Catolica de Chile

• Xiu Cravens, Vanderbilt University