Leadership, collaborative learning, and student achievement – discover what works!
Today’s improving school systems require educators who intentionally collaborate and co-learn in service of students to get expected results. This resource-rich book from experts Sharratt and Planche is a straightforward, strategic path to achieving sustainable communities of deep learners. Research-proven inquiry techniques, vignettes, case studies and practical action-oriented protocols help you build strong learning relationships for high-impact student achievement.
System leaders, principals and teachers learn to:
- Integrate diverse views and perspectives
- Build trust and hear every voice
- Apply a replicable inquiry framework to leverage key resources and processes
- Build students’ cognitive, interpersonal, and intrapersonal skills
- Use ‘Assessment-in-Action’ to improve, monitor and sustain student and staff progress
- Build a collaborative culture through learning together
Use this guide to transform your school from a place of ‘good intentions’ to a center of intentional practice today!
‘Is your school ready to learn to meet student needs as a team? If so, Leading Collaborative Learning: Empowering Excellence is the book to help your staff learn together in order to improve student learning.’
Renee Peoples, Teaching and Learning Coach
West Elementary, NC
‘This is more than just another book on school leadership or school improvement. Collaborative learning is essential for success, and educators working in any capacity can find information here about how their role contributes to the process. From system leaders to school leaders to teachers to students, this book clearly explains the necessity of everyone’s participation in collaborative learning processes. As the authors state, participation in collaboration ‘is a powerful way to deepen educator capacity, to increase the value of the professional capital in the school, and to harness the power of the collective.’
Melanie Mares Sainz, Instructional Coach
Lowndes Middle School, VA
สารบัญ
List of Figures and Tables
Foreword by Jim Knight
Introduction by John Hattie
Preface
Acknowledgments
About the Authors
Chapter 1. Leading Collaborative Learning
Moving to Excellence
Guided by Research
Definitions Set the Stage
How We Lead Matters
Our Research
Broad Themes Emerging From the Research
Collaborative Learning Cultivates Leadership
The Impact of Collaboration on Student Learning
A Pause for Reflection
Chapter 2. From Theory Into Action
Conditions for System Success
Constructivism Frames Our Approach to Inquiry
Collaborative Learning Is Our Approach to Leading
Translating Our Theory of Action Into Four Practical Elements
The Impact of Collaboration on Student Learning
A Pause for Reflection
Chapter 3. System Leaders Working Alongside School Leaders
The Importance of System Leadership
Leadership With Attitude: From Collegiality to Co-Learning
Preparing Leaders to Lead Learning
Structures That Drive Learning
Applying Our Theory of Action
The Impact of Collaboration on Student Learning
A Pause for Reflection
Chapter 4. School Leaders Working Alongside Teacher-Leaders
Leadership for Student Achievement and Collaborative Learning
Five Dimensions of Leadership
Contextual Factors That Build Collaboration
Using Leadership Influence
Practical First Steps Enabling Collaborative Inquiry
The Strong Case for Accomplished Teacher-Leaders in Every School
Data That Matter
When Time Is an Issue, a System Leader or Principal Might . . .
Voices From the Field: A Case Study
Applying Our Theory of Action
The Impact of Collaboration on Student Learning
A Pause for Reflection
Chapter 5. Teachers Working Alongside Teachers
Unstructured and Structured Collaboration
Changing the “What” in Learning Conversations
Learning Protocols as Scaffolds to Successful Collaborative Inquiry
Applying Our Theory of Action
A Pause for Reflection
The Impact of Collaboration on Student Learning
Chapter 6. Teachers and Students Working Alongside Each Other
Teaching Is Evolving
What’s the Difference? Cooperative Learning, Collaborative Learning, and Co-Learning
Authentic Collaborative Learning Matters
Teachers as Stewards
Personalization and Differentiation Matters
Classroom Inquiry-Based Learning: A Timely Approach
Student-Led Learning Walks
Applying Our Theory of Action
A Pause for Reflection
Our Culminating Event
The Impact of Collaboration on Student Learning
Afterword by Michael Fullan
Appendices
Appendix A. Survey Questions
Appendix B. A Protocol to Establish Norms of Engagement
Appendix C. Inhibiting and Enabling Conditions for Collaboration
Appendix D. Sample Collaborative Discussion Protocol
Appendix E. Benefits and Challenges of Networked Learning Communities
Appendix F. Guiding Questions for Leaders in the Establishment of a School Leadership Team
Appendix G. A Professional Learning Protocol: Sharing Student Work as a Driver for Co-Learning for Three to Four Participants
Appendix H. A Protocol for the Process of Co-Learning With and Without Release Time
Appendix I. Practical Beginnings to Inquiry-Based Teaching and Learning
Appendix J. Assessment Within Inquiry Processes
The Book Study
Glossary
References and Further Readings
Index
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Beate Planche is an educational practitioner, consultant and researcher. Beate is a sessional instructor in Graduate Education for the University of Western Ontario, Canada. Through her consulting work, Beate provides research, consulting and coaching for educators in the areas of literacy programming, collaborative inquiry, and inquiry-based learning for students. Beate is a former Superintendent of Curriculum and Instructional Services in the York Region District School Board as well as a former Superintendent supervising schools, a principal, vice principal and a co-director of a private school. During Beate’s tenure as Superintendent of Curriculum and Instructional Services, the department she led served over 200 schools and 9, 000 teachers through their work with Area Superintendents, area Learning Networks and their work with new teachers, and teachers seeking individual support. In her 20 years in educational administration, Beate has led in-service professional learning and has supported and mentored many new administrators, as well as curriculum and teacher leaders. Beate taught elementary as well as secondary students, spending a large portion of her career in Special Education working with students identified with learning disabilities. Beate has been an adjunct professor supporting teacher candidates for York University, has worked on contract with Ontario’s Literacy and Numeracy Secretariat, and, is presently on the Boards of Learning Forward-Ontario and the Character Community Foundation of York Region. Beate is the author of over 20 published articles and reviewed papers. Visit Beate at Linked In, on Twitter @bmplanche, or on her website www.beateplanche.com
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