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VPLDFFI14 pecha kucha on effective collaboration


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Improve your collaborative practice as a cluster or network of schools - this was a five minute presentation for the Te Toi Tupu VPLD, Future Focused Inquiries Hui in May 2014. I will be presenting workshops soon in more depth on this same subject and will share here on Slideshare

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VPLDFFI14 pecha kucha on effective collaboration

  1. 1. Improve your collaborative practice
  2. 2. Effective Collaboration: Purpose Learning & Improvement Reaching common goals Sweeney, 2011
  3. 3. Effective Collaboration: Process Build skills & knowledge Build relationships Tension! Sweeney, 2011
  4. 4. Social Media & Collaboration? “A community can exist in a social network site, but a social network site may not necessarily be a community” (Melhuish-Spencer, 2013, p. 28
  5. 5. Alright stop! Collaborate & listen... Common signs that a network is effectively collaborating include: • commitment to a common goal • use of inquiry and knowledge-building cycles • the presence of challenge and critique practices • a focus on evidence-based needs, and • the presence of role clarity and relational trust among network members.
  6. 6. • pooling funding • sharing ideas for classroom practice or professional learning and development • teachers visiting each others’ schools to get ideas and to be inspired. Sharing is nice but it’s not enough Sweeney, 2011
  7. 7. Focus on a common, needs-based goal To learn and improve
  8. 8. Use practices that challenge critique your work and figure out how to improve • teacher talk - Annan, Lai & Robinson (2003) • asking the tough questions - Fullan & Hargreaves (1991) • external expertise - Timperley, Wilson, Barrar & Fung (2007) • “do not confuse enthusiastic dialogue with deep critique of practice” - Melhuish-Spencer (2013)
  9. 9. Ensure role clarity & build relational trust to build skills & knowledge • teachers need to know and understand their roles in the network and benefits should be clear - Head (2003) • reduce vulnerability between network members - Bryk & Schneider (2002) • leaders fostering cognitive conflict - trust and challenge together - De Lima (2001)
  10. 10. Revisit purpose regularly don’t become stagnant!
  11. 11. Inquire using evidence for continuous improvement
  12. 12. Social networking tools for professional learning... collaboration for change and improvement “Learning driven by urgent ‘just in time’ desires of teachers does not have the same impact as sustained professional learning with clear outcomes, driven by evidence and inquiry...Informal learning may prove an enabler to impact on teacher practice, but it may not have long term influence on student achievement.” (Melhuish-Spencer, 2013, pp. 34-35)
  13. 13. Inquiry - how can we learn more about what to do?
  14. 14. Social Networking
  15. 15. Are you ready to expose your practices and views about collaboration with your network??
  16. 16. Social networking & Inquiry = collaboration?
  17. 17. References Annan, B., Kuin Lai, M., and Robinson, V. (2003) Teacher talk to improve teaching practices. Set Research Information for Teachers, 1, 31-35 Bryk, A.S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation. Fullan, M. G., and Hargreaves, A. (1991) What’s worth fighting for? Working together for your school. Ontario: Ontario Public School Teachers’ Federation De Lima, J. A. (2001). Forgetting about friendship: using conflict in teacher communities as a catalyst for school change. Journal of Educational Change, 2, 91-122 Halbert, J. and Kaser, L., (2013) Spirals of Inquiry. to-the-six-phases-2014.pdf Head, G. (2003). Effective Collaboration: deep collaboration as an essential element of the learning process. Journal of Educational Inquiry, 4, 2, 47-61 Melhuish-Spencer, K. (2013). Online social networking and its impact on New Zealand educators’ professional learning. The University of Waikato. Sweeney, R. (2011). An exploration of the collaborative practices within learning networks of New Zealand Schools. Victoria University of Wellington. Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher professional Learning and Development: Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education
  18. 18. Contact: Name: Rebbecca Sweeney Job Title: Professional Learning Facilitator Tel: + 64 (027) 487 3009 Email: