A New Zealand case study: What is happening to lead changes to effective co-teaching in flexible learning spaces?


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Journal of Educational Leadership, Policy and Practice

New Zealand Educational Administration and Leadership Society

Subject: Education


ISSN: 1178-8690





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Volume 33 (2018)
Volume 32 (2017)
Volume 30 (2015)
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VOLUME 32 , ISSUE 1 (June 2017) > List of articles

A New Zealand case study: What is happening to lead changes to effective co-teaching in flexible learning spaces?

Jo Fletcher / Julie Mackey / Letitia Fickel

Keywords : Community of learning; co-teaching; innovative learning environment; case study; primary education; principal leadership; school change

Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 32, Issue 1, Pages 70-83, DOI: https://doi.org/10.21307/jelpp-2017-007

License : (CC BY-SA 4.0)

Published Online: 09-June-2019



De-privatising teaching and working collaboratively with fellow teachers in purposively designed school buildings requires effective leadership. The principal is situated amongst those closely affiliated to their school such as teachers, parents and students, and yet they need to work alongside the wider school community, the school’s governing Board of Trustee members and national educational policy-makers and administrators. This article uses a single case study of a school leadership team who changed the school culture from traditional one teacher per classroom settings to four to five teachers with approximately 105 students in flexible learning spaces. The principal and three members of the governing Board of Trustees of the school were interviewed. The study found that the leadership team had invested considerable time into sustained professional development in ways to effectively develop collaborative teaching communities within flexible learning spaces. The professional development, led by the principal, was underpinned by the principal spending time seeking a clear understanding of research-based practices that supported the change. This explicit knowledge of the principal allowed teachers, Board of Trustee members and parents to have confidence in the changes to teaching strategies in flexible learning spaces.

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