Pedagogical Leadership and Collective Responsibility

Abstract

In this final chapter of data analysis, pedagogical leadership and its implications for the development of collective responsibility are discussed. I examine three aspects of leadership aimed at school improvement: how school leaders in the schools in my study participate in and support teacher learning for Quality Teaching; how they establish and communicate school goals and expectations for student learning; and how they structure professional development for program coherence to sustain school capacity to improve student learning (Robinson, 2007). To further understand how these three important aspects of pedagogical leadership are linked conceptually to the development of teachers’ collective responsibility for student learning these relationships are examined in-depth below.