SYMPHONIC LEADERSHIP: ORCHESTRATING TEACHER LEADERSHIP TO DEVELOP A PEER COACHING PROGRAM FOR INQUIRY-BASED INSTRUCTIONAL PRACTICES

Abstract

In the participatory action research (PAR) study, I examined the extent to which a group of teachers collaboratively developed a peer coaching program to support and increase the use of inquiry-based instructional practices in middle school classrooms. Using participatory action research methodology guided by activist research and community learning exchange (CLE) methodology and protocols, the PAR theory of action was: If the instructional support team collaboratively designs a peer coaching program that supports and improves inquiry-based instructional practices then teachers will have support to develop the skills, knowledge, and disposition to implement inquiry-based instruction. Over sixteen months of research, I conducted co-practitioner researcher (CPR) meetings with the instructional support team (IST) and facilitated CLE meetings and coaching conversations. I analyzed data on how teachers isolated themselves in silos of practice and determined barriers that prevent teachers from changing their educational practices. Two findings demonstrate how a peer coaching program increased and supported inquiry-based instruction: (1) teachers engage in professional learning and change teaching practices when we set up a non-judgmental collaborative culture that supports their learning and change, and (2) the principal needs to manage systems and structures that provide the appropriate support and guidance for encouraging experimentation. The study results support school leaders in building teacher capacity to serve as peer coaches and increasing the use designated instructional practices. By creating a culture in which teachers participate in professional learning with systems and structures that provide guidance and flexibility to support experimentation, teachers engage in peer coaching cycles and shift their instructional practices.