Teacher professional development: Collaborative Culture, Contrived Collegiality, and the case of Peer Observation of Teaching Introduction School-based teacher collaboration and collegiality has become one of the commonplaces of modern educational research (Datnow, 2011; Hargreavas, 1994; Hargreavas & Dawe, 1990; Lavie, 2006; Little, 1990; Wallace, 1998). Among various continuous collegial interaction, Little (1985) shed light on the usefulness of peer observation of teaching (POT) as it focuses on actual classroom performance and exposes the teaching reality to the scrutiny of peers. Indeed, literatures manifest strong evidence acknowledging the value of POT for teacher professional development. (Bell & Mladenovic, 2008; Singh & Shifflette, …show more content…
While collegial conversation can take many forms, Palmer (1998) contends that peer observation is perhaps the most powerful yet challenging mode collegial involvement as the only one way to understand good teaching in its many guises “ is called being there (p. 143).” Similarly, Bell & Mladenovic (2008) argue that peer observation is conducive to teaching development by allowing practitioners to reflect critically on their teaching through planned observation, discussion and analysis with …show more content…
(1994). Collaboration and Contrived Collegiality. Changing teachers, changing times. London: Cassell, 186-211. Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and teaching: theory and practice, 6(2), 151-182. Hargreaves, A., & Dawe, R. (1990). Paths of professional development: Contrived Collegiality, Collaborative Culture, and the Case of Peer Coaching. Teaching and Teacher Education. 6(3), 227-241. Joyce, B., & Showers, B. (1982). The coaching of teaching. Educational Leadership, 40(1), 4-10. Lavie, J.M. (2006). Academic Discourses on School-Based Teacher Collaboration: Revisiting the Arguments. Educational Administration Quarterly. 42(5), 773-805. Little, J. W. (1985). Teachers as teacher advisors: the delicacy of collegial leadership. Educational Leadership, 43(3), 34-36. Little, J.W. (1990). Teachers as colleagues. In A. Lieberman (Ed.), Building a professional culture in schools. London: Falmer, 165-193. Martin, G. & Double, J. (1998). Developing higher education teaching skills through peer observation and collaborative reflection. Innovations in Education and Training International, 35, 161-170. Nias, J., Southworth, G., & Campbell, P. (1992). Whole curriculum development in the primary school. London:
I can help my teachers be professional learners by using observation and evaluation processes, like those found in Danielson’s model, to promote self-assessment, reflection on practices, and professional conversations with them. The Framework can help me have honest, reflective conversations with the teachers about their instruction and I can use it as a guide to help all involved in professional development decisions. In other words, I can use such teacher evaluation models to promote active engagement and encourage professional growth in all
Vescio, V., Ross, D. & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching And Teacher Education, 24 (1), pp. 80--91.
In the 21st century, more educators are working collaboratively with other teachers to enhance their learning and promote their professional growth. Some schools provide professional development workshops so teachers can learn new teaching strategies to become better educators while others schools lack these professional workshops. There are still few individuals that do not believe that working collaboratively makes a difference in student learning and as educators, we must respect their opinions (Knight, 2008). As educators, we must make sure to establish a partnership with other teachers to promote learning and make a difference in student learning. According to knight (2008), working collaborative with other teachers is very critical for
Shabani, K. Khatib, M. Ebadi, S. (2010). Vygotsky’s Zone of Proximal Development: Instructional Implications and Teacher’s Professional Development. 3(4), December, 2010. English Language Teaching: Tehran, Iran. Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/8396
Jay, J. K., & Johnson, K. L. (2002). Capturing compexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Preston, B. (1993). Teacher Professionalism – implications for teachers, teacher educators, and democratic schooling. Independent Education, 23, 4-12.
Collaboration is a systematic process, in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results (Dufour, Dufour, & Eaker, 2002). When teachers within a school collaborate, they begin to not just think about it as my classroom but also about our school. Likewise, the mentality shifts to how do we all get better while I also improve as much as I can. Collaboration results in knowledge flowing as people continuously learn what works best. The identity with an entity larger than oneself expands the self into powerful consequences (Fullan,
With lifelong effects, teachers impact the quantity, quality, and overall enjoyment of the educational experience. Their effect dilutes itself the classroom, into present life, and even the future. In the classroom, they mold and guide youth in their lifelong quest to search for the truth and their own voice in the world. Yet their influence does not stop at the classroom door. In fact, teachers have a profound impact on morals, creativity, and even politics. "Teachers always have the power in the class," Christian Zawodniak discusses in , "I'll Have To Help More Of You Than I Want To." They hold the grades and students usually perceive them as holding the knowledge too (Zawodniak 124). But how should a teacher exercise this bestowed power? Is a forced learning environment more beneficial or is a cooperative pedagogy more productive? With diverse students and unique learning needs, it is difficult to identify one or the other as more advantageous. However, I will attempt to explore the benefits and disadvantages of both, as well as how they can be combined or compromised in a delicate balance. Although I will strive to stay neutral and merely present the options, I may also occasionally include my own personal experiences.
I have teamed up with two other people to carry out a collaborative project. The reasons for doing a collaborative project is by working with others you can achieve more ‘the word use is synergy and the implication is that a team of people can achieve more together than each could as individuals.’ (Lacey p) Introduction about myself and the two colleagues I observed. I have written a bit about each person and how they were influenced to go into teaching.
Spencer, T. (2007). Cooperating teaching as a professional development activity. Educational Assessment, Evaluation and Accountability, 20(3-4), 211-226.
The goal is to transform teachers to become effective educators using different teaching models in the classroom. As educators, we need to understand that we never stop learning new ways on how to improve the education of our children; therefore, we need to acknowledge and implement new teaching models so we can make a difference in student learning. The similarity that I observed between the instructional and collegial model is that the coach first teach the lesson and the teacher observes the lesson and take notes. Then, the teacher teaches the lesson, and the coach observes and takes notes (Laureate Education, 2010g). Implementing Using collegial coaching, teacher can also learn from each other and provide positive feedback and reflect to make it better the next time. I believe the two models that I am interested in implementing next year are instructional and collegial coaching. Both models implement a pre-conference, observation, and post conference. According to Knight (2008), Coaches must offer positive feedback, support, and build positive relationships with mutual respect to enhance learning. Personally, I think that collegial coaching is mainly for novice teachers and emphasized by Venison (2010d). I believe this coaching would be suitable for my Collaborative Colleague because he needs a lot of help in the classroom. Offering choices in the type of coaching I would implement with my
Although there is no clear definition, evaluations of teacher effectiveness are often used in studies as a form of formative and summative assessment about the quality of instructors’ teaching (Ahmadi & Cotton, 1998; Blackhart, Peruche, DeWall, & Joiner, 2006). Classroom observation by trained educators, peer review by fellow colleagues, and student evaluations of teachers often shape the basis for teaching effectiveness critiques. The above ways introduce formative feedback to educators, including different issues related to teachers such as perceptions of the level of teacher preparation, enthusiasm, subject knowledge, and presentation skills; the nature of teacher interpersonal skills, being fair, and concern for students; and the quality, quantity and frequency of teacher feedback are the issues that are important in evaluating teachers and these are the issues that learners will critique at the firs glance (Feldman, 1989, 1996). A continuous and important part of academic life, these evaluations also inform college managers when retention, merit, promotion, and other important decisions are going to made; and help students in selecting courses or individual parts of cour...
Peer coaching is a technique that fosters reflective practices in the ELT classroom, which enhances teacher’s professional development. This exercise becomes successful if both the coachee and the couch, observe and conduct a thorough reflection in order to provide a constructive feedback to each other. In other words, the coaching relationship needs to be reciprocal. Notwithstanding, it is recommended for both peers to be nearly at the same level of knowledge, skill and experience. There also needs to be a sense of trust, humbleness; to accept the aspects to improve, and confidentiality in order for the constructive feedback to be effective.
Dr Dennis Francis Commonwealth Education Trust Week 1 and 2 “Teacher training or education is something that can be managed by others; Teacher development is something that can be done only by and for oneself” Wallace, 1991.
York-Barr, J. & K. Duke (2004) what do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research 74(3), 255-316.