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Learning By Doing Chapter 5- Building the Collaborative Culture of a Professional Learning Community

review of Learning by Doing by DuFour, Eaker & Many
by

Sarah Brooks

on 14 February 2011

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Transcript of Learning By Doing Chapter 5- Building the Collaborative Culture of a Professional Learning Community

Building the Collaborative Culture of a Professional Learning Community Purpose of Collaboration:
improving student achievement levels Must be focused on the right work. Team structures need to support meaningful collaboration. Possible Team Structures Same Course or Grade Level- all art, or all first grade

Vertical Teams- K-12- linking primary, linking elementary with secondary

Electronic Teams- digital connections, online groups, sharing info digitally

Interdisciplinary Teams & Logical Links- teams based on common content Time must be made for collaboration during the scheduled contractual day. Making Time for Collaboration Provide common prep time.

Use parallel scheduling.

Adjust start & end times.

Share classes.

Schedule group activities, events & testing.

Bank time.

Use in-service & faculty time wisely. Clarifying the Right Work Establish clear parameters.

Insist on production of artifacts & evidence.

Establish a timeline for completion of team products. Establishing Team Norms Teams must establish norms & hold each other accountable. Each team creates its own norms.

Norms should be commitments to act- not beliefs.

Review norms at beginning & end of meetings.

Formally evaluate team effectiveness.

Focus on a few essential norms.

Address violations. High-performing teams must exhibit high emotional intelligence. Characteristics of High-Performing Teams Persepective taking.

Interpersonal understanding.

Willingness to confront.

Caring orientation.

Team self-evaluation.

Feedback solicitation.

Positive environment.

Proactive problem-solving.

Organizational awareness.

Building external relationships. Learning By Doing Chapter 5 Why Teams? Why Collaborate? Why Norms? "Teams bring together complementary skills & experiences that... exceed those of any individual on the team." ~Katzenbach & Smith, 1993, p.18 "It is time to end the practice of solo teaching in isolated classrooms." ~Fulton, Yoon & Lee, 2005 "Norms can help clarify expectations, promote open dialogue, & serve as a powerful tool for holding members accountable." ~Lencioni, 2005 each other our goals the time we spend together each other's strengths other opinions & perspectives combined skills techniques methods focused on one problem. abilities From this... To this. How can we create meaningful links between grade level classrooms and specialists? Common Content Grade Level Teams Specialists Get everyone on the same page. GOAL: Stretch your time. It's about communication. Avoid meetings like this.
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