Lesson Study as a Form of Action Research for Instructional Leaders

John Gebert, Margery Ginsberg

Abstract


It can be a challenge for principals to find and demonstrate motivating ways for teachers to collaborate on instructional improvement. To address this challenge, a principal in the Lake Stevens School District in Washington State, who is one of the authors of this article, decided to explore, through action research, the potential of a lesson study process for helping himself and other principals design staff meetings where teachers could experience the same conditions for learning they were seeking to create for students. In doing so, principals would also develop an understanding of how to support one another as instructional leaders who support teachers in developing lessons through which students deeply engage with academic learning.  Key words: Lesson study with school leaders, instructional modeling at school staff meetings, transformative professional learning.


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