集团化办学是促进教育公平的重要途径，支援教师是影响办学成效的重要要素。支援教师往往被赋予改进分校教与学的任务，也就是需要发挥教学领导力。但在实践中他们也面临着挑战。研究者在实践中结识了北京市Z小学雄安校区的支援教师团队。尽管京雄两地存在着较大的制度、文化、教育基础差异，支援教师仍然在援建期间改进了雄安校区的教与学，发挥了自身教学领导力。

因此，本研究采用质性研究下的个案研究方法，通过访谈法、实物收集法收集资料，探究这十位支援教师如何在跨区域集团化办学的背景下发挥教学领导力？这一过程又受到了哪些因素的影响？

研究发现，支援教师主要通过以下四个方面发挥教学领导力：一、明确目标渗透理念：依据集团发展目标及雄安校区条件制定雄安校区发展目标，渗透雄安校区发展理念。二、改进分校教与学：提升教师教学能力、关注学生表现。三、完善分校课程:一方面落实体育课程，另一方面通过补充师资丰富选修课程、借助家长开设家长课堂、借助综合实践活动生成德育课程、落地项目式学习。四、形成积极改进的氛围：提供多元的教师发展方式、激励教师改进、激励学生学习、吸纳家长建立教育共同体。

环境因素和个人因素影响着支援教师教学领导力的发挥。首先，政策环境包括京津冀教育协同发展战略、雄安新区建设政策、京雄两地教育对口援建政策。其次，雄县课改文化、以“记、背”为核心的评价方式、雄安校区的行政权威也产生影响。再者，人际因素中京雄两地教育部门、总校与分校的领导层和同事也影响着支援教师教学领导力发挥。在支援教师与外部环境互动的过程中，我们也发现支援教师的信念、能力、过往工作经历及所处职位也是影响支援教师开展教学改进工作的重要因素。

从研究结果中可以发现，在教学领导策略方面，支援教师主要关注合作中的实践再生产、校际理念与方式的融合。在影响要素方面，支援教师在支援过程中存在身份构建过程。支援教师的选择与安排影响这一过程，进而影响教学领导力的发挥。另外，集团的对接程度，具体包括两校管理层的对接程度、两校与政府的对接以及校际合作的紧密程度，是跨区域集团化办学这一背景下产生的影响要素。

由此，本研究提出如下建议：一、支援教师需要做到自身垂范，借助教研和课例交流构建学习共同体，做好调研与准备，平衡校间理念，因地制宜设计教学与课程。二、政策制定者应该选择优质学校的优质教师，选择有意向改进的流入校，选择组团式输出的方式，增加对支援教师的培训指导，合理安排支援教师工作和援建时长。三、集团化办学管理者应为支援教师提供专业和精神支持，将带领分校视为学校层面而非个体教师层面的任务，注重空间改造在理念渗透中的作用。

Educational group of incorporated schools is an important way to promote educational equity. Rotate teachers is an important factor which affect the education quality. Also, rotate teachers are often expected to improve teaching and learning in new schools, which is instructional leadership. But they also face challenges in practice. The rotate teacher team in this study achieved remarkable results during three years although they met huge difference such as system, culture, education basis.

This study adopts case study of qualitative research and collects data through interviews and material collection to explore how the ten rotate teachers balance two schools to improve teaching and learning in Xiong’an campus in the educational group of incorporated schools, and what influence the improvement process?

The research finds that teachers improve teaching and learning in the following four aspects. First, defining school missions: frame the development goal of Xiong’an campus according to Z school and the conditions of Xiong’an campus, and penetrate the ideas and concepts. Second, manage instructional program: improve teachers’ teaching ability and pay attention to students’ performance. Third, improving school curriculum: implement physical education curriculum, enrich elective courses by supplement teachers, set up parent courses, generate moral courses with the help of comprehensive practice activities, and implement project-based learning. Fourth, forming an atmosphere of improvement: provide diversified ways of teacher development, motivate teachers to improve, motivate students to learn and absorb parents to establish an educational community.

Environmental factors and personal factors influence instructional leadership. First of all, the policy includes the coordinated development of education in Beijing-Tianjin-Hebei, the construction of Xiong’an and hand-in-hand aid policy between Beijing and Xiong’an are important factors. At the same time, the existing curriculum reform culture in Xiong’an, the assessment with memorizing and reciting as the core, and the culture of school administrative authority influence rotate teacher instructional leadership. Rotate teachers’ behaviors are also influenced by the education authorities in Beijing and Xiong’an, by principals and colleagues in Z Primary School and Xiong’an Campus. In the process of interaction between rotate teachers and environment, we also find that teachers’ beliefs, ability, working experience and position are also important factors.

The results show that in terms of leading strategies, rotate teachers mainly pay attention to the practice reproduction in cooperation and the integration of inter-school ideas and methods. In the aspect of influencing factors, rotate teachers have their different identity construction processes. Choosing teachers and arranging their work influence the processes and then influence their instructional leadership. The degree of interconnection between the management, the government and the degree of cooperation between two schools are important.

Therefore, this study puts forward the following suggestions. First, rotate teachers should set up an example by themselves, build a learning community, do well in preparation, balance the concept between two schools and design teaching and curriculum according to local conditions. Second, policy implementors should select high-quality teachers from high-quality schools, choose schools who are interested in improving, choose the way of group output, increase the training and guidance for rotate teachers and reasonably arrange their work and time. Thirdly, administrators of educational group of incorporated schools should provide professional and spiritual support for rotate teachers, regard leading the branch school as a task at the school level rather than at the level of individual teachers, and pay attention to the role of spatial transformation.