Purpose: The research examines how contextual coaching (Gorrell and Hoover, 2009; Valentine, 2019) can act as a lever to build collaborative professionalism (Hargreaves and O'Connor, 2018) and lead to school improvement. Design/methodology/approach: The multi-case study (Stake, 2013) draws on two bespoke examples of contextual coaching in…

The purpose of this case study was to examine how teachers experienced professional development as collaborative inquiry, and how their experiences contributed to their development as teacher leaders. Three overarching themes were identified through iterative qualitative analysis of multiple data sources including interviews, observations,…

Teachers who have held leadership roles at the school, district, or provincial level have the potential to contribute to student and school success when they return to classroom teaching. The contrasting experiences of two teacher leaders who returned voluntarily to classroom teaching are analyzed using Owens's (2004) social constructivist theory…

The study reported in this paper inquired about the extent to which perceptions of teacher leadership were influenced by factors similar to those that influence perceptions of transformational principal leadership. The study consisted of a survey of all staff members in one large school district and interviews with teachers in six secondary…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]