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Abstract
This qualitative study followed the work of 12 principals and their supervisors to understand the concept of joint work as consequential for principals’ learning and practice development. Research questions centered on the principal supervisor and principal’s key work tasks and the situational contexts in which they occurred. Findings revealed that key joint work tasks included development of tools; classroom observations; and planning, facilitating, and reflecting on leading teams. These tasks occurred both in a dyad and in the context of school-based teams. Joint work in teams led to greater opportunities for principals’ and other school based leaders’ instructional leadership learning.
Acknowledgments
Funding for this research project was generously provided by the Spencer Foundation. Findings presented in the article represent the author’s work and may not represent the Foundation.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Notes
1. In our prior study, we defined robust changes as changes to the way the school principal leads and builds instructional capacity in others. We defined simple changes to instructional leadership practice as those changes that impact teaching and learning in the school but do not necessarily represent a change in principal leadership practice (Thessin, Citation2019).
2. While enrollment in the study began in the spring of 2017, four participants left their positions in the summer of 2017, so data from their interviews and initial observations were not utilized for the study. Additional principals and principal supervisors were recruited to participate in the summer and fall of 2017 to maintain enrollment of 12 principal/principal supervisor pairs.