<p> The study was designed to understand the role that the school leadership team (SLT) plays in fostering practices consistent with organizational learning. The study population included five administrators and eight teacher leaders in a large, comprehensive high school in a mid-Atlantic school district. A qualitative case study approach was employed, purposively selecting a site where the SLT members were intentionally involved in distributed leadership based on expertise. The findings indicated that SLT members engaged in four practices associated with improved teaching, all of which, past research suggests, are also aligned with organizational learning: providing feedback, engaging in collaborative decision-making, building positive relationships, and focusing on student results. Collaborative roles facilitated collegial discourse about teaching practices and built a culture of trust among members of the SLT. Collaborative structures supported common goals, values, and norms. Further, fostering a collaborative environment supported knowledge building and the development of shared ideas about teaching and learning. The school’s administration, including a strong collaborative principal, provided leadership and support for the work of the SLT throughout the study.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10041787 |
| Date | 18 March 2016 |
| Creators | Collins, Betty J. |
| Publisher | The George Washington University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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