| Enhanced learning experiences through innovative instructional strategies (i.e., integrated curriculum, cooperative learning, and team teaching) have been shown to lead to higher student achievement, more positive attitudes toward learning, and increased self esteem. Yet, despite increased pressure for students to demonstrate high achievement on standardized tests traditional teaching methods remain commonplace.; While there is considerable research dealing with the impact of instructional strategies on students, there is considerably less dealing with its impact on teachers and administrators.; The purpose of this study was to examine the efforts of a Collaborative Inquiry (CI) group comprised of a Lutheran school principal and two Lutheran school teachers as they implemented Thematic Instruction (TI) in a fourth and a sixth grade classroom of a Lutheran school in the southwestern part of the United States. During the first semester of a school year, this group met six times to discuss progress and monitor personal and professional development. As a full participant in this inquiry, the researcher employed the case study method to describe, interpret, and evaluate the CI process as an approach to professional development.; Data collected included school artifacts and archival data, teacher performance reviews, visual trace analysis of classrooms, hallways, and public spaces, as well interviews with foundational school leaders. The role of the principal in creating and maintaining a collaborative environment is discussed.; Findings include different implementations of TI based upon either a self-contained or departmentalized classroom schedule, best practices for instruction, and expectations for implementing integrated and thematic instruction.; Conclusions include that CI is an effective method for professional development. |
