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Chapter 1: The Collaborative Teacher

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Patty Bachman

on 14 June 2015

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Transcript of Chapter 1: The Collaborative Teacher

The Action Researcher
The Reflective Practicioner
The Collaborator
Understands her strengths and as a teacher and seeks confirmation of these strengths in student results (p.22)
TL searches for answers to troubling issues in the classroom through research. (p.19)
The Reflective
Practicioner
The Action Researcher
Chapter 1:
The Collaborative Teacher
Julie Ackerson and Patty Bachman

The Learner
Advocate
The Collaborator
Open to risk and learning (p.23)
The example in book was Yanni.
Third grade teacher
She believed she was an ineffective social studies teacher.
1. She compared her students' grades with those of her (third-grade) team members' students. The grades were similar.
3. She compared her lessons with her colleagues and realized that her colleagues went into greater depth and required higher-order thinking skills from their students.
4. She brainstormed strategies to link lessons to state standards and larger social studies concepts.

5. She asked advice from her peers about how to better align her outcomes to meet state standards.

6. She examined research-based instructional studies.

7. She incorporated reasoning-patterns into her lessons.
(p.21-22)
2. She reviewed curriculum plans and realized that she and her team members were teaching about the same things.
The Learner Advocate
Realizes that the system is solely
responsible for educating students
(p.25)

Understands that learning
problems are an indication that
adaptations need to be made so
that the student can learn (p. 25).
Believes that she can reach all her students (p.25)
Approaches students with
a growth mindset (p.25).
Shares with students a "love of
challenge, belief in effort, resilience
in the face of setback, and greater
(more creative) success (Dweck, 2006, p.12)."
Looks for advice from researchers and from peers.
Engages in reflective practice.
"The journey is worth the effort for
both student and teacher alike (p. 25)."
The example in the book is Takoda.
High school teacher in a school district with kids in poverty/"at risk" population

Felt that the district leaders were not doing enough to meet the needs of these students.

Felt that the students were treated as statistics, not as individuals.

Gathered a focus group of students who had bad grades and who frequently skipped classes. He asked why they skipped.
1. Redundant and boring assignments.
2. Rigid teachers. If you don't understand, you can't ask questions.
3. Two missed assignments equaled a failing grade.

Shared the information with staff, who worked to correct the situation.
(p. 23-25)
Conclusion:
While it may seem unrealistic that teacher leaders should play all of these roles simultaneously, they do move in and out of these roles (p.26).
They empower themselves and their peers (p.27).

They create an environment of hopefulness (p.27).

They generate a sense of efficacy (p.27).
References
Erkens, C., (2008). Working together for student learning. In the collaborative teacher: working together as a professional learning community (11-27). Bloomington, IN: Solution Tree Press.


Wilson, R. (2014, December 2). Growth vs. fixed mindset for elementary students (post from weblog). Retrieved from http://www.coetail.com/wayfaringpath/2014/12/02/growth-vs-fixed-mindset-for-elementary-students.
* Teacher Leaders-advocates for our profession and our colleagues; may have stepped out of the classroom to accept significant responsibilities for improving the system.(p. 11)


* Some significant support roles TL(teacher leaders) may be involved in:
Curriculum coordinator
Instructional coach
Literacy or math support team

* PLC is changing the need to step out of the classroom in order to be viewed as a leader.(p. 11).
Introduction
* TL are the heart of change in education(p.11)

* TL must adopt a new frame of mind and a collaborative way of working to lead from within the classroom.(p.11)


* TL are fulfilling 4 critical roles in their classrooms and in their PLC:
* Establishes trust with colleagues
*Is viewed as a knowledgeable educator and a outstanding teacher(p.12)

* Collaboration is built upon trust(p.14)
* Four critical pillars(characteristics of teacher leaders) to support trust in schools:

Respect
Competence
Integrity
Personal Regard for others.
* Collaboration helps us address the needs of our learners.(p.13)
* When working collaboratively in our PLC all staff must understand and develop
these leadership characteristics:
Respect
“The success or failures of teacher leaders will depend on their relationships with their colleagues”(Johnson & Donaldson, 2007,p.13) (p.14)
Respect
Must be discussed as a team(p. 14)

Established as a norm(p. 14)
Competence
The ability to perform a task as expected, according to appropriate standards”(p.30)(p.15)
* Involves the application of knowledge and skills consistently over time. (p.15)

* Teachers are willing to challenge as they are to be challenged. (p.15)

* Competent teachers may not view themselves as leaders but they are who we turn to for resources, new ideas and trusted problem solving support. (p.16)
Integrity
Teacher leaders who don’t use their
knowledge to manipulate or harm but
rather to help. (p.16)
* TL committed to excellence,
not making decisions based on the
limitations of contractual agreements.
They don’t take the easy road.

* TL with integrity integrate standards,
assessment, instruction and classroom management into a seamless learning
experience for students.(p.17)

* TL work to help us all improve
our teaching practices.
Personal Regard for Others
* TL demonstrate personal regard for all stakeholders in team decisions.(p. 17)

* TL identify and protect the need off all stakeholders.(p.180)
The Leader as One of
the Team
* Teams collaborate to co-create strategies and
actions together.

* TL may help guide the team in the right direction
but also act as a member of the team.(p.18)

* TL work to help all members become TL
What is Action Research?
Implements the advice of educational experts in one's own classroom but also collecting data about the effectiveness of practice (p. 20)

Refines and re-evaluates the process (p.20).

Develops a concrete model of what works in the classroom (p. 20)
Traits of an Action
Researcher:
Gains more than a surface
level understanding of what is learned
during a staff in-service (p.20).

Has deep understanding of a practice
because she implements a practice in the
class room, monitors it over time, and
refines the practice based on
research (p.20-21)
Challenges the status quo of
one's own teaching because the Teacher
Leader looks at areas in which she needs to improve

Shares what she/he learns with peers and seeks their input.

1.Understands that a collective approach to action research is the most effective.
2. Action research allows the community to become a true learning community.
3. Action research should be the default setting for how we respond to recommended and research-based practices (p.20)
"A reflective person might spend considerable time pondering her effectiveness, but a reflective
practicioner
seeks answers outside of herself to address her gaps (p. 22)."
Traits of a Reflective
Practicioner
Realizes that in understanding
something deeply she will re-examine
her own beliefs and practices (p.22-23).
Shares with students a "love of challenge, belief in effort, resilience in the face of setback, and greater
(more creative) success (Dweck, 2006, p.12)."

Looks for advice from researchers and from peers.

Engages in reflective practice (p.25)

"The journey is worth the effort for both student and teacher alike (p. 25)."
Full transcript