Leadership practices and sustained lesson study

Figures & data

Figure 1. Interview protocol (translated from Dutch).

Table 1. Coding scheme for logbooks, documents, and interviews.

LEADERSHIP PRACTICES	Code definition	Coded example
Organising and (re-)designing the organisation
Vision and goals	The (development of) vision (i.e. an idealised goal that must be achieved by the organisation in the future)	‘Every school uses lesson study to enhance teachers’ professional development.’ (document)
Crafting coherence	Coordinating processes in the organisation throughout the whole organisation, at different systemic levels, and over time: for example, making sure that teachers know what the policy documents entail/translate them into practice	‘We combined it with formative assessment. It is a focus of our school and we use lesson study as a tool to look at the effects of formative assessment on student learning.’ (interview)
Resourcing and facilitation	Resourcing, such as human resource management and positioning people, and facilitating use of time and other resources (money, hiring experts, purchasing new materials)	‘Staff members who participate in lesson study are supported with 10 task-hours.’ (logbook)
Managing the teaching and learning programme
Planning	Planning of the curriculum, teachers’ instruction and functioning, and lesson study	‘Lesson study meetings are added to the school’s yearly calendar.’ (logbook)
Monitoring	Monitoring of the curriculum and teachers’ instruction, such as lesson visits or performance interviews, and lesson study	‘During the annual department meeting, the staff members are asked about the state of affairs of lesson study in the department.’ (logbook)
Evaluating	Evaluation of the curriculum and teachers’ instruction, such as evaluation interviews, and lesson study	-
Understanding people and supporting their development
Providing support	Providing support, coaching and empowering	‘We help lesson study members with developing, for example, observation forms.’ (interview)
Being available	Availability, such as being present at the school and participating in meetings, and offering a sympathetic ear for work-related aspects	‘The principal’s office door is often open and staff members walk in and ask questions or discuss problems.’ (logbook)
Connecting	Connecting people, such as bringing people together or organising collaboration (also with partners external to the organisation)	‘Luckily, we know [university employee]. We can reach out and ask [university employee] for literature related to the subject of our lesson study.’ (interview)
Modelling	Showing how to be involved, engaged and participate in lesson study	‘The assistant principal and all teachers participate in lesson study.’ (logbook)
Being knowledgeable	Being well informed about lesson study and having procedural and conceptual knowledge about it	‘The lesson study coordinator answers questions about lesson study.’ (logbook)
Motivating	Providing someone with a reason for performing lesson study or showing why lesson study is important	‘The lesson study coordinator (…) talked enthusiastically about lesson study and what various departments gained from it.’ (logbook)
SUSTAINABILITY	Code definition	Coded example
Core components	Lesson study’s core components: 1. Start with a question or issue from teaching practice related to student learning 2. Study data, publications, lesson material and share expertise 3. Design research lesson (including observation forms) and write out research lesson plan 4. Teach research lesson, live observation of student learning, and collection of data 5. Engage in post-lesson discussion 6. Adjust and re-teach the research lesson, engage in post-lesson discussion, followed by a final reflection 7. Share results with others outside the lesson study team	‘Let’s talk about the observation form. We used that always and thoroughly, because that is what lesson study is about: observing students.’ (interview)

Table 2. An overview of the actions related to lesson study’s core components.

Core component	School B	School E
Question or issue from practice	✓	✓
Study data, publications, lesson material, and share expertise	✓	✓
Design research lesson (including observation form)	✓	✓
Teach research lesson, observe, collect data	✓	✓
Engage in in-depth conversation	✓	✓
Re-teach and discuss, final reflection	✓	✓
Share results with others outside lesson study team	✓	✓

Table 3. Analysis of leadership practices at schools B and E.

	School B	School E
Organising and (re-)designing the organisation
Crafting coherence	Connected lesson study to current affairs within the school (i.e. formative assessment and differentiation)	-
Resourcing and facilitation	Cleared schedules for lesson study meetings Cleared schedules for sharing lesson study results Cleared schedules for teachers to participate in lesson study PD programme Appointed lesson study coordinator	Cleared schedules for lesson study meetings Cleared schedules for sharing lesson study results Cleared schedules for and financed teachers to participate in lesson study professional development programme At first, teachers compensated with hours for their participation in lesson study, now mandatory, everyone works on it Facilitated lesson study coordinator
Vision and goals	Deliberately chose teachers of core subjects to participate in the lesson study PD programme Lesson study not the goal; used as tool to achieve other goals in the schools (i.e. formative assessment and differentiation) Lesson study part of school board’s plan	Involved different schools in lesson study Lesson study used as tool to let staff members talk about education with each other Lesson study part of the school plan
Managing the teaching and learning programme
Planning	Worked with Plan-Do-Check-Act (PDCA) cycle Lesson study meetings placed in yearly calendar Planned lesson study during shortened time schedule (40- instead of 50-minute lessons)	Lesson study meetings placed in yearly calendar
Monitoring	Worked with PDCA cycle Lesson study used as a tool for observing lessons and identifying areas that could be improved	Performance review between teacher and principals once every two years Lesson study topic of conversation during the annual meetings between department and principals and during teachers’ annual performance review
Evaluating	Worked with PDCA cycle Lesson study not evaluated	Assessment interview between teacher and principals once every four years Lesson study not evaluated
Understanding and developing people
Being available	Opened office doors when possible Often present in teacher room Offered sympathetic ear	Opened office doors when possible Often present in teacher room Offered sympathetic ear
Being knowledgeable	Knew lesson study’s content and procedures Answered questions about lesson study	Knew lesson study’s content and procedures Answered questions about lesson study
Connecting	Connected to university/experts (i.e. invited speakers, asked for literature to use in lesson study’s second core component)	-
Modelling	Participation in lesson study by staff members from all organisational layers	Involvement in lesson study by staff members from all organisational layers
Providing support	Meetings organised by lesson study facilitators to discuss their groups with each other Organised meetings to refresh teachers’ knowledge about lesson study or to introduce teachers to lesson study Answered questions about lesson study Thought along with problems teachers face (‘sparring partner’)	Provided inspiration for lesson study Provided lesson study booklets Answered questions, made comments, and developed observation forms related to lesson study Thought along with problems teachers faced (‘sparring partner’)
Motivating	Talked about the results to motivate people to keep working with lesson study	Talked about the results/was enthusiastic to motivate people to keep working with lesson study