| A critical step in addressing a call for schools to use curricula such as problem-based learning (PBL) is developing an understanding of how school leaders can support its implementation. The purpose of this study was to examine ways school leaders at a comprehensive, public high school provided supports to teachers as they implemented this student-centered instructional approach school-wide.;A single case design was used to investigate the supports the school leaders at a comprehensive, public high school serving a diverse group of students used to facilitate school-wide implementation of PBL. Data collection took place during three site visits totaling seven weeks over the course of a school year. Data sources included semi-structured interviews, focus groups, relevant documents (e.g. meeting agendas, professional development plans) and artifacts (e.g., meeting notes, work products). Data was analyzed using thematic analysis.;The first research question addressed the supports implemented by the principal to facilitate the transition to PBL. Findings indicate d that principal provided supports connected to seven domains: Alignment and Coherence; Capacity Development; Culture; Curriculum, Instruction, and Assessment; Data-Informed Decisions; Relationships and Strategic Partnerships, and; Resource Management.;The second question addressed the teacher and teacher leaders' perspective on the supports provided. Findings suggested that supports related to: (a) the development of a PBL framework used in the design, implementation, and evaluation of problem-based curriculum; (b) ongoing, teacher-led professional learning focused on the PBL framework, (c) efforts to transform school culture through the use of collaborative teacher design teams, and; (d) fostering innovation were largely successful. The final research question addressed what additional supports were needed or desired by the teachers. Findings suggested that teachers wanted: (a) additional collaborative time to plan, develop, revise curriculum, as well as observe other teachers; (b) additional time to develop partnerships with outside experts, and; (c) better training and support for new and novice teachers. Suggestions for future research are also discussed. |
