collaborative teams

Student learning is maximised when:

1. academic optimism is in place: there is a common purpose for working together.

2. Collective efficacy exists i.e. teachers believe in the positive effect of their teaching. Participating in decision making increases this self belief.

3. Collaborative culture exists: sharing expertise and responsibility and mutually supporting each other.

4. Deprivatised teaching practice exists: classroom observation of master teachers, mentoring, cross pollination of ideas and practice.

Needs to be taught, practised and learned (just like any skill)

Triple track agenda:

Track 1: strategies for you

Track 2: strategies for your team

Track 3: strategies for your students in classrooms

What: A game that is used as an opener for these sessions

Why:

◦ To learn about colleagues◦ To build a sense of community◦ Energiser activity

How: Outline details of activity

E.g. Just like me

The purpose of this is to learn a technique to develop your team to become active participants.

Groups of 4: 1-4 Assign 1 different research finding to each member of group. Individuals read to themselves Join others at other table who have read the same as you.Re-read section and: Clarify understanding Develop working definition of statement Generate connection to local practice at St. Leonards.Return to original table Each “specialist” shares element and answers questions Synthesis moment: Answer question “In what way does this

information extend your understanding of the work you are doing at school?’

Group exercise Rate the current state of St Leonard’s for each element of a

professional community on a scale of 1-10 (1=low, 10=high)

What are some examples of strategies that stymie progress during meetings?

“In order to have a conversation with someone you must reveal yourself”

James Baldwin

1. Conversation = informal talking

2. Deliberation = a chance to engage in either dialogueor discussion

Dialogue: a reflective learning process in which group members seek to understand one another’s viewpoints and deeply held assumptions.

Discussion: a process in which group members generate ideas, organise these ideas, analyse these ideas and then come to a decision e.g. NYOR

MOST MEETINGS ARE STRUCTURED DISCUSSIONS

1.Pausing: gives more people a chance to respond

2. Paraphrasing: helps group to hear and understand one another

3. Putting inquiry at the centre: open ended questions invites others to inquire into own thinking

4. Probing: increases clarity and precision

5. Placing ideas on the table: creates opportunities for quieter members to be heard. Allowance is given to withdraw unsuitable ideas

6. Paying attention to self and others: emotional awareness of group

7. Presuming positive attentions: generates group positivity

Task: Why are we meeting? Be clear about purpose.

Process: what do we have to accomplish to get it to happen? E.g. decision about tasks, division of tasks and time frame to achieve tasks

Group development: engagement strategies so team becomes cohesive

E.g. What is the best way to improve student outcomes?

Participants reflect privately

Then, in turn, everyone shares and everyone listens

What is one thing you have learnt from this session that you could apply to your practice in your team or as a classroom strategy?

Garmston, R.J. & Wellman, B.M. 2009. The adaptive school: a sourcebook for developing collaborative groups. 2nd. Christopher-Gordon: Massachusetts.

Teacher Reference 371.395 GAR