Collaborative Professionalism
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Collaborative Professionalism : When Teaching Together Means Learning for All

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Description

This book is clearly organized to show the need for and the design of Collaborative Professionalism with 5 key country cases- China, Norway, Colombia, Ontario, and the US. In the second part of the book these cases are used to uncover 10 tenets of collaborative professionalism such as collective efficacy, collaborative inquiry, and collaborating with students and shows how they work together for success. The final part clearly outlines practices we needs to stop happening (high teacher turnover), what should continue happening(good feedback), and what should start happening (empowering students more).
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Product details

  • Paperback | 176 pages
  • 139 x 215 x 12.7mm | 250g
  • Corwin Press Inc
  • Thousand Oaks, United States
  • English
  • 1506328156
  • 9781506328157
  • 49,613

Table of contents

List of Abbreviations and Acronyms
Preface
Acknowledgments
About the Authors
Part I: Developing and Designing Collaborative Professionalism
1. The Case for Collaborative Professionalism
From Professional Collaboration to Collaborative Professionalism
Designing Collaborative Professionalism
The Culture and Context of Collaborative Professionalism
Moving Toward Collaborative Professionalism
Making It Happen
2. Moving Toward Collaborative Professionalism
Developing Collaborative Professionalism
Designing Collaboration
3. Open Class and Lesson Study
Open Class Teaching
Open Class Feedback
Open Class Planning
Lesson Study
The Four Bs of Collaborative Professionalism
Summary
4. Collaborative Curriculum Planning Networks
Collaboration in Rural Environments
Job-Alike Collaboration
Focus on Engagement
The ELA Job-Alike Group
Network Design
Network Principles
Network Technology
Summary
5. Cooperative Learning and Working
Consistency of Cooperation
Context of Cooperation
Summary
6. Collaborative Pedagogical Transformation
Vision of Escuela Nueva
Learning in Escuela Nueva
Teachers in Escuela Nueva
Impact
Design
Summary
7. Professional Learning Communities
The First Generation
The Second Generation
From Second to Third Generation
The Provincial System
Collaborative Inquiry in Ontario
Summary
Part II: Deepening Collaborative Professionalism
8. Ten Tenets of Collaborative Professionalism
Collective Autonomy
Collective Efficacy
Collaborative Inquiry
Collective Responsibility
Collective Initiative
Mutual Dialogue
Joint Work
Common Meaning and Purpose
Collaborating With Students
Big Picture Thinking for All
Summary
9. The Four Bs of Collaborative Professionalism
Before
Betwixt
Beside
Beyond
Summary
Moving From Professional Collaboration to Collaborative Professionalism
Part III: Doing Collaborative Professionalism
10. Doing Collaborative Professionalism
What Should We Stop Doing?
What Should We Continue Doing?
What Should We Start Doing?
Last Words
Index
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Review quote

Accessible and deep in equal measure. Collaborative Professionalism gives us vivid, creative designs for engaging in lasting collaboration. This is a book that will have the ear of teachers, teachers' leaders, and policy makers all over the world. -- Michael Fullan, Professor Emeritus OISE/University of Toronto Hargreaves and O'Connor have written an extraordinary book explaining, deepening, and teaching us how to transform teaching and learning in schools. We learn how people collaborate in five different contexts and cultures across the globe. And we finally understand the important stages of building positive, trusting, thoughtful, and lasting collaborative professionalism with all its significant details. -- Ann Lieberman, Senior Scholar at Stanford University This wonderful book starts with the proposition that our central question is not whether educators can make a significant difference in the well-being and capabilities of the children we serve and the communities in which they live, but whether we are willing to do so. Our work as educators is urgent; every minute matters for our most school-dependent children. This book is a powerful reminder that getting better is something we do together. -- Rebecca Holcombe, former Secretary of Education for Vermont I strongly recommend Collaborative Professionalism to education policy makers, school leaders, and teacher activists. It has helped me reflect on how to strengthen the teaching profession, at a time of unprecedented threat from technology, retention, and narrow accountability. The book combines a readable style, with tangible case studies and clear recommendations on what should be done now to foster a healthy future for the most important of professions - working in alliance, with trusted autonomy, and an agility to deal with a time of unprecedented change. -- Lord Jim Knight, former Schools Minister and Chief Education Officer, Times Education Supplement, UK Collaborative Professionalism makes an impressive contribution to the development of teaching and improving schools by stressing the importance of investing in social capital in and between schools. Building on their rich experiences and vivid case studies from around the world, Andy Hargreaves and Michael O'Connor promote collaborative professionalism as the next big step in the global movement for educational improvement. This brilliantly written book is a must-read for teachers, leaders, policy-makers, and those who wish to become collaborative professionals. -- Pasi Sahlberg, Professor, Gonski Institute for Education, UNSW Sydney, Australia In many countries, the preferred political strategy to raise standards in education is relentless competition: between students, teachers, schools and districts. On the whole, it isn't working. There is a better way. One that works: collaboration. Human beings are intensely social creatures and much of what we can and do achieve comes from our capacity for working together. In this illuminating and highly practical book, Andy Hargreaves and Michael T O'Connor show why and how collaboration can and should be the real driver of educational transformation, for our students, teachers, and schools alike. An important and timely work for anyone with a genuine interest in making the changes that matter in schools. -- Sir Ken Robinson, Educator and New York Times Best Selling Author of You, Your Child, and School
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About Andrew Hargreaves

Andy Hargreaves is the Brennan Chair in the Lynch School of Education at Boston College. He is President of the International Congress of School Effectiveness and Improvement, Founding Editor-in-Chief of the Journal of Professional Capital and Community, and Adviser in Education to the Premier of Ontario and the First Minister of Scotland.

Andy has consulted with the OECD, the World Bank, governments, universities and teacher unions worldwide. Andy's more than 30 books have attracted multiple Outstanding Writing Awards - including the prestigious 2015 Grawemeyer Award in Education for Professional Capital (with Michael Fullan).

He has been honored with the 2016 Horace Mann Award in the US and the Robert Owen Award in Scotland for services to public education. Andy has been ranked by Education Week in the top 10 scholars with most influence on US education policy debate. In 2015, Boston College gave him its Excellence in Teaching with Technology Award. He is a Fellow of the Royal Society of Arts.


Michael T. O'Connor is the director of the Providence Alliance for Catholic Teachers (PACT) program at Providence College in Providence, Rhode Island, USA. In this role, Michael teaches Master's level courses, provides supervision and instructional coaching to the program's teachers, and offers support to the program's partner Catholic schools in the New England region. A former middle school English Language Arts (ELA) teacher and instructional coach, Michael received his Ph.D. in Curriculum and Instruction with a focus in literacy from the Lynch School of Education at Boston College. While working on his doctorate, he worked with Andy Hargreaves and Dennis Shirley on the Northwest Rural Innovation and Student Engagement (NW RISE) network project, which included supporting the work of the ELA group. His dissertation explored secondary students' language choices in authentic, community-based writing activities and the ways in which teachers collaborated to support student writing across rural contexts.
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Rating details

8 ratings
3.5 out of 5 stars
5 12% (1)
4 38% (3)
3 38% (3)
2 12% (1)
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