The ideal literacy learning environment is one that is embedded in social constructivism in which learners are the meaning-makers. Instruction is differentiated to meet student readiness levels. From the behaviorist perspective, in which teachers construct meaning, a single curriculum that all students are expected to master is often selected. Furthermore, in the behaviorist classroom, teachers are in control of the environment. This two year case study explored a professional development intervention in which a balanced literacy framework, steeped in social constructivism, was implemented in two sixth grade inclusion classrooms to replace behaviorist teaching practices. The participants included two general education teachers, one special education teacher, and their principal. Data were gathered using qualitative methods and included 62 field visits, 3 focus groups, 6 individual interviews, informal discussions, and 35 reflective journal entries written by both the teachers and the principal. Data were triangulated to explore how the intervention changed both teacher and leadership pedagogies. Findings include significant changes in teacher pedagogies including a new understanding of student learning and the creation of learning environments in which learners construct meaning. Additionally, the leadership pedagogy changed from a hierarchical practice to a more collaborative one. The principal grasped a more developed understanding of the importance of building trustful relationships with her staff. This study makes a unique contribution to the literature dealing with the principal as instructional leader, as it identifies the principal as having a direct effect on the professional development of her teachers rather than acting solely in a supportive role.
