Ensure Conversations About Collaboration Get Results.
Ask any educational professional about collaboration and chances are they’ll tell you it’s one of their core values. But this familiar sentiment doesn’t always translate into meaningful professional experiences that help educators or their students grow.
Addressing this critical gap head-on, this book lays out the theory and practice of Collaborative Professionalism. Through five international case studies, the authors distinguish Collaborative Professionalism from professional collaboration by highlighting intentional collaborative designs and providing concrete examples for how to be more purposeful with collaboration.
Additionally, the book makes Collaborative Professionalism accessible to all educators through clear take-aways including:
- Ten core tenets, including Collective Efficacy, Collaborative Inquiry, and Collaborating With Students.
- Graphics indicating how educators can move from mere professional collaboration to the deep and transformative work of Collaborative Professionalism.
- Analysis of which collaborative practices educators should start doing, keep doing, and stop doing
Collaboration can be one of your most powerful educational tools when used correctly, and turned into action. This book shows you how.
Table of Content
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
About the author
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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