professional collaboration improvement by working together

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Professional Collaboration Improvement by Working Together

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Page 1: Professional Collaboration Improvement by Working Together

Professional Collaboration

Improvement by Working Together

Page 2: 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

Page 3: Professional Collaboration Improvement by Working Together

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

Page 4: Professional Collaboration Improvement by Working Together

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.

Page 5: Professional Collaboration Improvement by Working Together

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.

Page 6: Professional Collaboration Improvement by Working Together

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

Page 7: Professional Collaboration Improvement by Working Together

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

Page 8: Professional Collaboration Improvement by Working Together

The Planning Cycle

Page 9: Professional Collaboration Improvement by Working Together

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

Page 10: Professional Collaboration Improvement by Working Together

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

Page 11: Professional Collaboration Improvement by Working Together

Aims of Project

Enhance teaching and learning Improve examination resultsBetter utilisation of resourcesPromote school improvement

Page 12: Professional Collaboration Improvement by Working Together

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.

Page 13: Professional Collaboration Improvement by Working Together

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

Page 14: Professional Collaboration Improvement by Working Together

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

Page 15: Professional Collaboration Improvement by Working Together

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

Page 16: Professional Collaboration Improvement by Working Together

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.

Page 17: Professional Collaboration Improvement by Working Together

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

Page 18: Professional Collaboration Improvement by Working Together

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!

Page 19: Professional Collaboration Improvement by Working Together

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

Page 20: Professional Collaboration Improvement by Working Together

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

Page 21: Professional Collaboration Improvement by Working Together

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