THE BRIDGE: HOW AN INNOVATIVE, COLLABORATIVE TEAM OF PRINCIPALS AND CURRICULUM SPECIALISTS SUPPORTS EQUITABLE INSTRUCTION IN SECONDARY CORE CLASSROOMS

Abstract

At the heart of all educational leadership is the desire to ultimately improve outcomes for students. After observing the ongoing process of principals and curriculum specialists supporting this effort in silos, I recognized a need to develop a collaborative framework, a bridge, to support instructional initiatives. The research study explores the collaborative efforts of school leaders and curriculum specialists in supporting equitable instruction in secondary core classrooms through a Participatory Action Research (PAR) framework. Being a former school principal turned district leader, I identified the need for a collaborative structure to enhance instructional initiatives. The Focus of Practice (FoP) centers on strategies employed by principals and curriculum specialists to bridge the instructional gap to better support teachers, thus students. Four co-practitioner researchers (CPR) that included two secondary principals and two secondary district curriculum specialists who actively sought insight from various educational leaders partnered in the study. The site of the study was an eastern North Carolina school district serving over 23,000 students. The study extends over three iterative cycles, incorporating 1-1 interviews, mini-Community Learning Exchanges, professional learning opportunities, and monitoring visits to promote collaborative practice among educational colleagues. Findings from the 18-month inquiry reveal three strategies, analogous to a bridge: constructing meaningful relationships, connecting strong and supportive instructional communities, and creating a pathway for continuous learning. These strategies promote collaborative effort to foster improved instructional practices. The study emphasizes the significance of collaborative work between school leaders and curriculum specialists, highlighting the positive impact on student outcomes. The study concludes with a call for educational leaders to build bridges in their instructional efforts with the support of district leadership. The implications for practice and research extend beyond local contexts to educational policies and the broader field, emphasizing the importance of collective efficacy for the ultimate goal of improved student outcomes.