Promoting and participating in teacher learning and development.

This study examines the pedagogy shift in practice of teachers and principals when using a constructivist learning model with a focus on formative assessment practices. Five secondary high school teachers and five principals participated in extended focus group interviews to expand on research focused on how principals can strengthen teacher professional development. This study extends the research of Robinson..., Robinson, Lloyd and Rowe... and Postholm... which support the necessity for social constructivist theory to be utilized when building collaborative professional learning environments with a sustained focus on transforming teaching practice. This study identifies promising approaches or strategies principals should use to create learning teams focused on improving student learning. --Leaf ii.