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Teacher Collaboration - Tanysha, John, Emily and Kirsty
Transcript of Teacher Collaboration - Tanysha, John, Emily and Kirsty
Teachers Collaborate? Economic Factors Summary Australian Institute for Teaching and School Leadership. (2011). National Professional Standards for Teachers. Retrieved 8 Nov 2012, from: <http://www.aitsl.edu.au/verve/_resources/AITSL_National_Professional_Standards_for_Teachers.pdf>.
Ball, S. J. (1987). The micro-politics of the school: Teachers, parents, and principals can make the difference. San Francisco: Jossey-Bass
Independent Education Union of Australia. (2008). Recognising Accomplished Teaching. Retrieved 3 Nov 2012, from <http://www.ieu.org.au/172.html>.
Miller, A. (2003). Teachers, Parents and Classroom Behaviour: A Psychosocial Approach. Berkshire, England: Open University
Porter, L. (2006). Student Behaviour: Theory and Practice for Teachers. NSW: Allen & Unwin.
Wadham.B, Pudsey. J & Boyd. R, Culture and education, 'What is culture' (Pearson education, Australia, 2007) Collaboration - Less one-on-one time with students
- Teacher self-belief
- Collaborative Support Cultural Edmodo
The Australian Curriculum website
Staff Sharing Drives Team teaching
Year-level Technology Other Opportunities:
Parents and friends meetings
School fetes and working bees
Junior schools – parents in classroom Social Funding - Class Sizes Funding - Professional Development - Higher quality teachers
- Collaborative learning
- IEU strongly recommends Professional Learning Teachers and teachers
Teachers and students
Students with students
What about teachers and parents? “Schools and families share the common task of educating young people.”
(Adams & Christenson, 2000, cited in Porter, 2006, p. 290) Money
Dedication to their career and not their family
Marital issues, single-child family, etc
time restraints Political influences Macro- and micropolitical factors frequently interact
Ideology which values harmony and conflict avoidance at a district level is often used by principals to control teachers
Should conflict be avoided? Differences can either be suppressed or embraced; it is how teachers manage conflicts which defines the community borders and ultimately the potential for organisational learning and change Micropolitical Conflict Political Influence Micropolitical theory
offers a new lens for understanding collaborative reforms in schools
helps to highlight these struggles but addressing the goal diversity, lack of consensus, and the range of conflict (from covert to overt) within organisations (Ball, 1987).
So what is culture? What a changing world we live in.... "Building meaningful connections with parents begins with establishing an inviting school climate or family-centred ethos." (Christenson 2004; Raffaele & Knoff 1999, cited in Porter, 2006, p. 294) Collaboration is necessary for practicing teachers.
Social, political, cultural, and economical all affect collaboration.
Collaboration is flexible. How do we embrace cultures that our culture says is wrong?? Muslim women wearing a headdress.... The sambians: A New Guinean rite of passage Australian curriculum says we need to teach students what.... “The Skills, behaviors and dispositions that.... assist students to live and work successfully in the twenty first century” – General cap (Aust curriculum and assessment authority)
3 elements of General capabilities _Personal and social capability
-Value their own culture, languages, beliefs and opinions of others” Intercultural understanding is a Cross-curricular expectation Crossing some of our cultural boundaries Here's A question for you... Setting the example.... Standard 7: Engage professionally with colleagues, parents/carers and the community AITSL Standards