About | Transformative Educational Leadership Journal

About

Developing a Framework for Enhancing Student Learning Using the Spirals of Inquiry Framework
This how an administrative team worked within their district's Framework for Enhancing Student Learning and used the Spirals of Inquiry process to support their staff and students to delve into the redesigned BC curriculum. Read More
Spirals of a Classroom Teacher: Creating efficient learning cultures
Spirals of an in-class teacher outlines the process developed to implement Spirals of Inquiry in a high-school semester setting. This article is meant to read as a narrative about how the author executed an efficient Spiral of inquiry inquiry in his classroom. Read More
Deeper Learning in The Delta School District’s Fine Arts Academies
Academies disrupt the way we assess, the way we grade, the way we teach, who teaches, who’s in the class, where we have class, and even the school schedule itself is susceptible to disruption. Academies are systems changing programs. Read More
From Meaningful Learning to Deeper Learning: Perspectives on Knowledge Construction
Reflections of a teaching high school principal on learning strategies, student engagement and leadership within the context of knowledge, deep learning and how best to navigate the redesigned curriculum. Read More
Symmetry and Emergence: Coherence, Collaboration, and Curiosity … A Journey
We embarked on a transformation journey approximately ten years ago. But the question remains: how do we embed transformational learning into our learning communities. Read More

In British Columbia and the Yukon, transformative educational leaders do this work in classrooms, boardrooms, community forums, out on the land and across agencies. Perhaps most importantly, they do this together across roles. In this journal, transformative educational leaders share how using research in practice impacts learners.

All Transformative Educational Leadership Journal issues will feature contributions that address these goals – explicitly or implicitly:

Share stories of transformative educational practice within BC and the Yukon
Positively influence discourse amongst practitioners and scholars
Support and provoke educational transformation in the service of every student in BC and the Yukon walking the stage with dignity, purpose, options and curiosity

If you would like to get in touch with the Editorial Board, please write to tel.journal@ubc.ca.

Gratitude

We wish to thank the University of British Columbia’s Faculty of Education for the seed funding to launch this Journal.