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Ch amberlain and Beyond: Building Collaborative Teams. Tuesday, April 23, 9:45-10:40 a.m. Room 101, Rushmore Plaza Civic Center. Research connects collaboration to teaching and learning Chamberlain process/background Elements of the effective collaborative team

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ch amberlain and beyond building collaborative teams
Chamberlain and Beyond: Building Collaborative Teams

Tuesday, April 23, 9:45-10:40 a.m. Room 101, Rushmore Plaza Civic Center

  • Research connects collaboration to teaching and learning
  • Chamberlain process/background
  • Elements of the effective collaborative team
  • Most beneficial practices and difficulties
  • Discussion of a start-up process for other schools
research shows that professional learning communities do positively impact teaching and learning
Research shows that professional learning communities do positively impact teaching and learning.
slide3

How important is the professional learning community model?What makes the model effective?What is essential in developing the professional learning community?

how important is collaborative school culture or professional learning community
How important is collaborative school culture or professional learning community?
  • Two leading researchers in the field of educational leadership, Rick DuFour and Michael Fullan, argue that a professional learning community model is the best vehicle for school improvement.
what makes the professional learning community model effective
What makes the professional learning community model effective?

Four researchers, Hopkins, Fullan, DuFour, and Robbins, offer insight into the issue of effectiveness of learning communities.

what makes the professional learning community model effective6
What makes the professional learning community model effective?
  • a focus on learning
  • a collaborative culture
  • collective inquiry into best practice
  • an action orientation
  • continuous improvement
  • focus on results
continuous improvement
Continuous improvement
  • This can be compared to the difference between taught curriculum and learned curriculum.
    • Professional development is what is taught.
    • Professional learning community is what is learned.
continuous improvement8
Continuous improvement

PLC for educators is much like an effective classroom.

There is opportunity to

  • learn theory
  • engage in dialog
  • practice new ideas
  • get feedback
  • differentiate learning
  • assess learning
  • be accountable for learning
focus on results
Focus on results

One of the difficulties educators have with PLC is to move beyond the book studies and get to transparent teaching. Educators and schools are willing to engage in some safe PLC, but are reluctant to move to the deprivatization of teaching and learning.

tim mitchell superintendent
Tim Mitchell, Superintendent

Chamberlain process/background

the three c s of community building
The Three C’s of Community Building

Confront the Brutal Facts

Communication (Effective)

Collaboration

communication
Communication

“I wonder how many children’s lives would be saved if we educators disclosed what we knew to each other"

Roland Barth (2001)

collaboration
Collaboration

“The ability to collaborate—on both a large and small scale—is one of the core requisites of post modern society…In short, without collaborative skills and relationships it is not possible to learn and to continue to learn as much as you need in order to be an agent for social improvement”

Fullan (1993)

characteristics of professional learning communities
Characteristics of Professional Learning Communities
  • Shared mission, vision, values, goals
  • Collaborative teams focused on student learning
  • Collective inquiry into “best practice” and our “current reality”
  • Action orientation/experimentation
  • Commitment to continuous improvement
  • Results orientation
slide16

Outcome:To gain knowledge and information whileengaging in activities to prepare for joint planning, team teaching, and collaborative coaching to ensuresuccessful partnerships will exist that affect the academic achievement of students.

structure and format

Structure and format

August, 2005

Outcome: Understand people are our greatest asset!

4 critical questions

February, 2006

Benchmark

4 essential questions

August, 2006

Outcome: To deepen communication and facilitation skills

4 critical questions

structure and format18
Structure and format
  • February, 2007
    • Outcome: To understand the power of Cognitive CoachingSM in team work.
    • 4 critical questions
  • August, 2007
    • Outcome: To continue developing the knowledge of the staff to deepen their skills for successful collaboration which will ultimately affect the academic achievement of students.
    • 4 critical questions
four critical questions for a professional learning community
Four Critical Questions for a Professional Learning Community:
  • What do we want each student to learn?
  • How will we know when each student has learned it?
  • How will we respond when a student experiences difficulty in learning?
  • How can we extend and enrich the learning for students who have clearly achieved the intended outcomes?
slide20

Tami Schwartz andJeff Tveit, teachers

Most beneficial practices and difficulties

q and a
Q and A
  • Discussion of a start-up process for other schools
slide23
“Successful organizations do not experience fewer problems, they deal with them differently.”
what is essential in developing the professional learning community
What is essential in developing the professional learning community?
  • Fullan writes that recent development has changed from what makes PLC work to how to establish a PLC.
curriki
Curriki
  • www.curriki.org
essential factor is change itself
Essential factor is change itself
  • Fullan contends that change is even more difficult than people think.
  • Robert Marzano (2005) contends that education is always experiencing change and change comes in two shapes: first order change and second order change.
slide27
“Successful organizations do not experience fewer problems, they deal with them differently.”
bibliography
Bibliography
  • Bens, Ingrid (2005). Facilitating with ease: Core skills for facilitators, team leaders and members, managers, consultants, and trainers. San Francisco, CA: Jossey-Bass.
  • DuFour, Richard, DuFour, Rebecca, Eaker, Robert, and Many, Thomas (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.
  • Fullan, Michael. (November 2004). Leading professional learning. The school administrator. (pp. 10-14).
  • Hopkins, Gary. (2006). Teachers teaching teachers: Professional development that works. Education World. Downloaded 9.11.06. www.education-world.com/
  • Richardson, Joan (1999). Norms put the ‘Golden Rule’ into proctice for groups. National Staff Development Council. www.nsdc.org.
  • Robbins, P. & Alvy, H (2004). The new principal’s fieldbook: Strategies for success. Arlington, VA: ASCD.