Professional Collaboration
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Transcript of Professional Collaboration
Professional Collaboration
Improvement by Working Together
Introductions All-boys school, 540 students, in Carlow
town 40 teachers, predominantly young staff 5 have done H.Dip in School Planning and 3
are doing Tóraíocht course Very strong tradition in School
Development Planning Involved in SCD (Maynooth Initiative) in
early nineties Reasonably well-developed subject
departments – schedules, assessment
Mission Statement
To create a Christian, caring community of learning in which each member
Is encouraged to recognise and develop his/her talents and abilities to the full
Is respected as a unique human being and Enjoys a sense of confidence and belonging
Observation In general, teacher collaboration is a
departure from existing norms. In most schools teachers are colleagues in name only. They work out of sight of one another Plan and prepare their lessons and
materials alone Struggle on their own to solve their
instructional, curricular, and classroom management problems.
Research Teacher collaboration produces significant benefits--
for students, for the teachers and for the school. In schools where teachers work collaboratively,
students can sense programme coherence and a consistency of expectations, which may explain the improved behaviour and achievement that results from collaboration.
Teacher collegiality avoids the sink-or-swim, trial-and-error mode that new teachers usually face. It brings experienced and ‘new’ teachers closer together to reinforce the competence and confidence of the beginners.
SDPI/ LDS Initiative Develop middle leadership in schools Move from mere task management to real
leadership Devolved leadership rather than ‘gofor’
delegation Understanding self, other personality types
and working in teams Each participating school asked to take a
topic as a vehicle for leadership development
Our Project at CBS Carlow
Team of 8 teachers - the topic was selected by the group, following a review
‘Teacher Collaboration’ selected as topic
Extremely useful conversation among group members around the ‘shape’ of the project and how it would be introduced
The Planning Cycle
Mission Statement
To create a Christian, caring community of learning in which each member
Is encouraged to recognise and develop his/her talents and abilities to the full
Is respected as a unique human being and Enjoys a sense of confidence and belonging
Rationale as Staff
Utilise strengths and talents of the staff
Foster a supportive atmosphere and promote collegiality
Teachers have access to innovation on teaching methodology and classroom management skills
Aims of Project
Enhance teaching and learning Improve examination resultsBetter utilisation of resourcesPromote school improvement
Description of Project (Design Stage)Professional collaboration has three aspects for the project:1. Peer mentoring – a colleague invited another colleague to
observe his/her teaching practice. This was done by mutual arrangement on a voluntary basis.
2. Subject workshops – Colleagues volunteered to present an area of the syllabus at a timetabled subject workshop and a discussion of the presentation then took place
3. Each teacher in a subject area agreed to share any resources they had compiled over their years teaching. These resources are pooled and stored in a designated area.
One member of each subject department agreed to provide inservice to colleagues on the technical aspects of ICT in the classroom, as well as providing examples of work that could be done.
Introduction to Staff
Liam selected by the team to introduce the project to staff
Members of team broached the topic with staff (friends) prior to introduction
Voluntary nature of project stressed Unanimous acceptance of project by
staff and approval of project
Implementation of Project
Residentials – first and last aspect Review seminars – three seminars
involving all pilot schools Designated project leader (most
important) Appointment of convenors at subject
meetings Members of the team set the ball rolling
by visiting each other’s classes
Visiting Classes – Peer Observation
Some reluctant to become involved in class visits initially but numbers grew after positive feedback at staff meetings
Teachers met before and after the classroom visit and oral feedback given
Substitution available to cover classes if necessary
Many teachers commented on the positive impact of another teacher in their classroom
Subject Workshops At least one computer-literate teacher in each
subject department. Provided inservice on teaching subject in ICT environment
All new teachers are au-fait with Assessment for Learning (AfL). Growing school – enough AfL-literate teachers to introduce the methodology in each department
A number of subject departments presented aspects of syllabus to colleagues.
Resources
Each teacher copied personal resources and made them available to colleagues in subject area
Resources stored in designated area Resources varied from notes,
overheads, software and presentations using PowerPoint or other application
Evidence of Success Unanimity among colleagues on the value of sharing
and collaboration. A huge amount of resource materials was pooled and
shared among colleagues in departments – resource press in staff room
More developed subject planning – teaching methodology, syllabus planning, better quality paperwork
Greater trust was built up and ‘team-teaching’ will be implemented by the school this year, especially among resource teachers.
Greater communication between subject department teachers.
Increased use of IT in teaching & learning, as a result – the most talked-about aspect!
Leadership/ Team-Building The work was done through subject departments and
this enhanced the team aspect of the department, enhancing professional collaboration among staff members.
The project began breaking down barriers and opening up dialogue between members of subject departments.
There was an enhancement of the trust among colleagues – high level of trust required to allow peer observation.
The work was spearheaded by a postholder and was largely self-directed by every teacher.
Enhance leadership capacity by rotating convenors of subject workshops.
Subject convenors developed obvious leadership skills
Next Steps Formulate an ‘Record Sheet’ and record the
visits – No grades or marks! Use the records for subject department
discussion on how to improve teaching methodologies and promote
learning and teaching Improve class management techniques by
sharing strategies Develop a collaborative culture among staff Develop AfL
Evaluation
Time has been set aside at the beginning of the new school year for a full evaluation by staff
Discussion of the outcomes Identify the values and the obstacles Examine the value of the team approach –
the middle-leadership team Design a way forward