Using cross-visitation to elicit collaborative inquiry among teachers and a building administrator to improve student achievement / Richard A. Mitchell Jr.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Mitchell, Richard A., Jr., author.

Contributor:

Waff, Diane, degree supervisor.

Brody, Judy, degree committee member.

Campano, Gerald, degree committee member.

Gentile, Claudia, degree committee member.

University of Pennsylvania. Department of Reading, Writing, Literacy, degree granting institution.

Language:

English

Subjects (All):

Penn dissertations--Reading, Writing, Literacy.

Reading, Writing, Literacy--Penn dissertations.

Penn dissertations--Education.

Education--Penn dissertations.

Local Subjects:

Penn dissertations--Reading, Writing, Literacy.

Reading, Writing, Literacy--Penn dissertations.

Penn dissertations--Education.

Education--Penn dissertations.

Physical Description:

xii, 158 leaves : illustrations ; 29 cm

Production:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2018.

Summary:

The research presented in this study examined what happened when I, as a building administrator, created and supported opportunities for teachers to emerge as leaders with the capacity to support each other, how my engagement with teachers as a building administrator promoted collaborative leadership and learning, and how making the classroom a site for collaborative inquiry influenced the professional learning of four teachers, and myself. These foci were studied through a constructivist framework in which we learned together to collectively improve our practice. Three rounds of collaborative classroom cross-visitations took place through a high school semester in which two math teachers, and two English teachers visited each other's classrooms with myself, as a building administrator, present. Each round included a pre-conference and a post-conference. Data suggests that the teachers and I benefitted from the process professionally. Additionally, I, as a building administrator, benefitted by learning to observe and evaluate teachers more effectively, while building important professional relationships which enhanced my ability to collaborate in constructing a cohesive community of educators within the research site. Further, logistical records taken from the study illustrate the need for careful and deliberate planning toward the sustainability of any cross-visitation program. The research illustrates the importance of the development of teacher-leaders, and of establishing a program through which teachers can visit each other's classrooms with a building administrator so that all parties can learn from each other in a generative and collaborative manner.

Notes:

Ed. D. University of Pennsylvania 2018.

Department: Reading, Writing, Literacy.

Supervisor: Diane Waff.

Includes bibliographical references.

OCLC:

1334945489