By Cynthia A. Lassonde
Teacher Collaboration for pro Learning comprises the basic info, instruments, and examples academics and college leaders have to create, deal with, and maintain profitable collaborative teams. Designed to be a hands-on source, this sensible consultant indicates you ways to:
- recommend for collaborative instructor studying
- increase and maintain collaborative examine teams
- set up and behavior efficient study initiatives
- handle problems with ethics, management, and staff dynamics
- overview and maintain collaborative studying actions
in accordance with information from an immense survey, Teacher Collaboration for pro Learning beneficial properties large case examples from version study groups taking part inside faculties, throughout districts, in partnership with universities, and as on-line networks. The ebook additionally deals a wealth of reproducible templates in addition to mirrored image questions and routines worthy instruments for organizing learn groups.Content:
Chapter 1 enhancing instructor expert studying (pages 1–12):
Chapter 2 beginning academic advancements (pages 13–25):
Chapter three figuring out the Inquiry strategy (pages 27–37):
Chapter four Getting began (pages 39–64):
Chapter five Staying effective (pages 65–74):
Chapter 6 moral issues: enhancing staff Dynamics (pages 75–87):
Chapter 7 management suggestions for Collaborative help teams (pages 89–95):
Chapter eight School?Based and Partnership groups (pages 97–118):
Chapter nine Networking and on-line Collaborations (pages 119–127):
Chapter 10 A Districtwide version: The Fairfax County Public faculties instructor Researcher community (pages 129–144): Gail V. Ritchie
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Additional resources for Teacher Collaboration for Professional Learning: Facilitating Study, Research, and Inquiry Communities
Example text
When it was time to begin, we called the readers to the front of the room, lined them up side by side, and asked them to introduce themselves and where they were from. Then the narrator began to read. We were amazed by the enthusiasm and expression with which our readers performed. To our surprise, the narrator even provided mock organ music to give the flavor and drama of a soap opera. Sally, one of the characters who is often quite confused, made us laugh as we recognized in her bits of ourselves and our colleagues.
After Jen modeled how to write songs with the students, Michelle encouraged the students to write songs, poems, or raps to review content during writing workshop. Once the students had become confident in writing these songs with Jen, they became more interested in writing songs on their own about things they had learned in class. The teamwork, dedication, and collaboration between Jen and Michelle made all of this possible for the students. The impact of our collaboration has been exponential. It motivated other teachers in the school, and after sharing this research at the school district’s Annual Teacher Research Conference, it began to have an impact on others in the county and in other states.
John: Here’s where your background reading will help you. You will begin to recognize links between what you’ve read and what you’re seeing in your data. You’ll also probably find some discrepancies. These are what will make your study unique. Hollie: The final step to teacher inquiry is when you apply what you’ve learned to your teaching. What implications does your learning have toward your teaching and your students’ learning? Sally: (with conviction) So, I don’t have to follow the teacher’s manual!
