This document discusses the importance of collaborative professional learning among teachers. It defines collaboration as joint planning, decision making, and problem solving with common goals and high levels of trust. The benefits of collaboration include improved teacher learning and whole-school improvement. Effective collaboration is data-driven, focused on improving teaching practice and student outcomes. The school leader plays a key role in developing a collaborative culture through building trust, supporting collaboration time, and distributed leadership. Common collaborative approaches used in schools include peer observation, instructional coaching, professional learning communities, and learning walks. A case study example demonstrates how a collaborative inquiry approach improved student spelling at one school.
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
I am sharing this presentation with the belief that teachers like I would understand the importance of classroom management for an effective and efficient learning. God bless you!
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
Dos and Don'ts of Classroom Management: Your 25 Best TipsEdutopia
Classroom management is a delicate balancing act often learned through experience and trial-and-error experimentation. Whether you're a new or experienced teacher, having strategies for effective classroom management is essential for creating positive, successful learning spaces (and staying sane!). In this guide you’ll find 25 tips for managing your classroom.
Rolffs, Deanna & Murphy, Mary Kay. Concrete Steps to Transform Teacher Collaboration for Increased Student Learning. Presented at the AdvanceED Conference of the Michigan Department of Education in April 2014.
Supervision as Professional Development and RenewalAllison Mackley
Professional development can be used to build the capacity of teachers. There are effective best practices in leading teachers through continual learning opportunities.
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docxgerardkortney
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
I am sharing this presentation with the belief that teachers like I would understand the importance of classroom management for an effective and efficient learning. God bless you!
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
Dos and Don'ts of Classroom Management: Your 25 Best TipsEdutopia
Classroom management is a delicate balancing act often learned through experience and trial-and-error experimentation. Whether you're a new or experienced teacher, having strategies for effective classroom management is essential for creating positive, successful learning spaces (and staying sane!). In this guide you’ll find 25 tips for managing your classroom.
Rolffs, Deanna & Murphy, Mary Kay. Concrete Steps to Transform Teacher Collaboration for Increased Student Learning. Presented at the AdvanceED Conference of the Michigan Department of Education in April 2014.
Supervision as Professional Development and RenewalAllison Mackley
Professional development can be used to build the capacity of teachers. There are effective best practices in leading teachers through continual learning opportunities.
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docxgerardkortney
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
What Impact Does School Environment Have on Student Achievement?noblex1
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
Collective capacity building involves the increased ability of edu.docxmccormicknadine86
Collective capacity building involves the increased ability of educators at all levels of the system to make the instructional changes required to raise the bar and close the gap for all students
The key to a capacity building approach lies in developing a common knowledge and skill base across all leaders and educators in the system, focusing on a few goals, and sustaining an intense effort over multiple years. A capacity building approach creates a foundation for sustainable improvement as it does the following.
Mobilizes a growth mind-set at all levels of the system •Sustains and cultivates improved student learning • Builds a common knowledge base and set of skills at all levels of the system.
•Focuses on collaborative learning •
Emphasizes collective capacity, which engages everyone in the system with clear goals and commitment to the strategy for achievement •
Fosters cross-role learning or lateral capacity
• Incorporates a learning cycle of new learning, application on the job, reflection, and dialogue with colleagues
Capacity building is effective because it combines knowledge building, collective action, and consistent focus. When done well, it produces the following effects:
Districtleadersformlearningpartnershipsacrossrolesanddepart- ments to develop a common language, knowledge base, and skills to focus on sustained development. They explore case examples and current research applied to their context. As a team, they refine the focus to a few key goals, sharpen the strategy, and rethink the resources and practices needed to achieve the goals.
• A district capacity team is composed of consultants or teacher- leaders who provide support to schools often by subject or project but often initially from a silo configuration. In a capacity building approach, all support providers form a learning community, and as they develop their common knowledge and strategy, they begin to interact in a more consistent manner so that innovations are not experienced by schools as a series of discrete initiatives but rather as an integrated, coherent strategy for change.
•Principals are the key to change. They work with peers as learning partners to build the skills needed to support capacity building at the school level.
• School leadership teams are composed of the principal and two to five teachers with a focus on improving learning and teaching. They are engaged as learning teams with other schools from the district to develop a common language, knowledge base, and set of skills to apply back in the school and classrooms. The cycle of learning approach has them implement the new understandings in their school and return to subsequent sessions to share their results and insights with other schools. This ensures that all participants understand deep learning communities by being a member of one.
The formats and content vary depending on the district focus, but three features of the capacity building approach have demonstrated a strong impact in bo ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thesis Statement for students diagnonsed withADHD.ppt
The essential-guide-to-professional-learning---collaboration-2
1. The Essential Guide series unpacks the research behind key themes of The Australian Charter for the
Professional Learning of Teachers and School Leaders and The Australian Teacher Performance and
Development Framework. The Essential Guide series provides insights and practical strategies to help
teachers and school leaders engage in effective professional growth.
This Essential Guide explores the importance of collaborative professional learning as well as the role of
the school leader in supporting a collaborative learning culture.
The questions below are intended as a guide to assist you in ensuring your school’s collaborative professional learning
has a clear purpose, is supportive of and supported by all staff, and provides learning that is translated to improvements in
classroom practice, so that student learning is maximised.
You will know your school’s professional learning culture is collaborative when:
• teachers engage in frequent, ongoing formal and informal conversations about pedagogy and teaching practice
(Australian Professional Standards for Teachers)
• teachers work together to research, plan and design effective teaching strategies and programs
• teachers engage in professional dialogue to evaluate and modify teaching strategies and programs
• teachers engage in regular classroom observation and feedback and can articulate how changes in their practice
impact on student outcomes
• there is collective ownership of learning goals and outcomes, for both the individual and whole-school
• teachers undertake leadership roles that include initiating and leading professional discussions with colleagues to
evaluate practice (Australian Professional Standards for Teachers)
• collaboration is prioritised and sufficient time is given to investing in the practice
For more information:
aitsl.edu.au
professionalgrowth@aitsl.edu.au
facebook.com/aitsl
twitter.com/aitsl
youtube.com/aitsleduau
The Essential Guide to
Professional Learning: Collaboration
What support is provided to teachers to
facilitate collaboration?
• What structures are in place to facilitate regular, meaningful
collaboration (for example, meeting times, timetabling)?
• What professional learning on engaging in collaboration
strategies is available to teachers?
• How are teachers acknowledged for their collaborative
efforts?
• How do school leaders minimise factors that can disrupt
collaborative learning?
How is an effective culture of collaboration
developed and maintained?
• How are teachers involved in planning and implementing
collaborative learning?
• How is trust generated and supported between teachers
as peers and between teachers and school leaders?
• Who decides the focus and structure of collaborative
activities?
• How are staff (especially new staff) acquainted with the
school’s collaborative approach and expectations?
Is collaboration driven by clear and measurable
goals for improvement?
• What data sources are used to determine the focus of
collaborative activities?
• What role does the school leader play in ensuring
collaboration remains manageable and relevant?
• How are the Australian Professional Standards for
Teachers used to help identify the focus of collaborative
activities?
• What are the indicators of success in the short, medium
or long term?
How are learnings translated to classroom
practice?
• How are strategies identified through collaborative activities
implemented in classrooms?
• How will evidence of change be demonstrated?
• How will learnings from collaborative activities be shared with
other teachers?
• What structures are in place to support regular classroom
observation and feedback so that teachers can reflect on
their practice?
2. aitsl.edu.au professionalgrowth@aitsl.edu.au
The more one educator’s learning is shared and supported by others, the more quickly the culture of continuous
improvement, collective responsibility, and high expectations for students and educators grows (Killion, 2012)
What is collaboration?
At its best, collaboration creates a community working to
achieve a common goal through the sharing of practice,
knowledge and problems. Effective collaboration encourages
ongoing observation and feedback among colleagues where a
culture of professional sharing, dialogue, experimentation and
critique becomes commonplace.
Collaboration can encompass a range of activities, from
teachers working together in an informal, unplanned way to
the implementation of more formal collaborative approaches,
such as professional learning communities (PLCs). Effective
collaboration is frequent and ongoing and, when most
successful, an integral part of daily routines.
Schools that effectively collaborate “create a base of
pedagogical knowledge that is distributed among teachers
within a school as opposed to being held by individual
teachers” (Brook et al 2007).
The benefits of collaboration
Collaborating on all aspects of teaching including planning,
decision making and problem solving leads to a shared
collective responsibility for the outcomes (Killion, 2012).
The focus shifts from individual learning goals to contributing to
the learning and knowledge base of colleagues and the school
(Cole, 2012).
Opportunities to learn from colleagues arise as knowledge
and expertise is shared and multiple solutions to problems
are generated (the Standards, p.9). Collaboration promotes
change beyond individual classrooms, resulting in whole-
school improvement; when educators increase their expertise
by learning together, all students benefit.
In addition to impact on teacher and student learning,
collaboration recognises the crucial role teachers have in
school improvement. For this reason, collaboration is regarded
as a rewarding professional learning experience (TALIS, 2013).
Collaboration: “To work with another or others
on a joint project.”
• Joint planning, decision making, and problem solving
• Job embedded and long term
• Formal and informal
• Common goals
• High levels of trust
Cooperation: “To be of assistance, or willing to help.”
• Individual ownership of goals with others providing assistance for
mutual benefit
• Resources and materials are shared as required
• Often spontaneous/one off arrangements
• Passive engagement by others
• Often short term
• No set structure or arrangements
Collaboration vs Cooperation
The Essential Guide to
Professional Learning: Collaboration
3. aitsl.edu.au professionalgrowth@aitsl.edu.au
See what your fellow teachers had to say in a recent OECD report
The 2013 Teaching and Learning International Survey shows that teachers who frequently participate in collaborative professional
learning report higher levels of job satisfaction.
Purposeful collaboration
To be most effective, collaborative learning should be driven
by analysis of student data and focused upon the development
of teachers’ knowledge, skills and understanding.
(Harris and Jones, 2012)
As identified in the Standards, teachers should use a range
of sources, including student results, to evaluate their
teaching and adjust their practice to better meet student
needs (Australian Professional Standards for Teachers, p.6).
When teachers work together in collaborative teams to gather
evidence of student learning, analyse that evidence and
identify and deploy the most powerful teaching strategies to
address gaps in student learning, the subsequent impact can
be significant.
Collaborative work should have a clear focus. This focus
should be specific, measureable, simple, informed by data,
easy to communicate and linked to teacher and student
improvement. It should also be relevant, address an issue that
teachers can do something about and be manageable.
A shared vision can be supported through setting goals as
a collaborative group. People are more willing to collaborate
on work that has a significant personal meaning for them so
creating a shared vision of the outcome is important. Goals
should be specific and measurable. Words like “success” and
“better” are subjective and can be interpreted differently which
can make it difficult for people to understand how they can
contribute effectively to those goals.
Collaborative discussion should focus on actions related to the
identified goal(s). The most effective professional development
emphasises active learning, observation, and reflection rather
than abstract discussions.
Analysing student work together gives teachers opportunities
to develop a common understanding of what good work is and
what instructional strategies are working. Change will occur as
teachers learn to describe, discuss, and adjust their practices
according to a collectively held standard of teaching quality
(Darling-Hammond and Richardson, 2009).
Note: The teacher job satisfaction scale in the 2013 OECD TALIS report is derived from responses to questions related to ‘satisfaction with the
current work environment’ and ‘satisfaction with the profession’. For more detail, see the full report
The Essential Guide to Professional Learning: Collaboration
4. aitsl.edu.au professionalgrowth@aitsl.edu.au
The Essential Guide to Professional Learning: Collaboration
Barriers and enablers to collaboration
Barrier: Finding time
for teachers to meet
together to engage in
professional learning
can prove to be difficult.
Barrier: A lack of trust
between teaching peers
and between teacher and
school leader can prevent
successful collaboration.
Barrier: A lack of
enthusiasm and
support for
collaboration
amongst school
staff.
Enabler: Be creative in
finding ways to provide
staff with time to focus on
collaboration. Consider
the reallocation of
existing resources or
timetables changes,
for example.
Barrier: A
collaborative culture
cannot exist within a
school unless the
school leader and
teaching staff
understand what
collaboration is and
why it is important.
Barrier: A lack of
focus for the
collaborative
group results in
conversations that
have little success in
effecting change.
Enabler: Promote
the benefits of
collaboration with
staff. Share research
and provide school
staff with training in
collaborative
approaches.
Enabler: Gather and
analyse a variety of data
sources to identify an
area of focus for the
collaborative group.
Narrow the scope so
that the goal of the
group is manageable
and relevant.
Barrier: Teachers are
hesitant to share and
encourage feedback on
their practice. They are
reluctant to take part in
the collaborative activity.
Enabler: Create a shared
vision where all teachers
are personally invested
the success of the group.
Focus the learning on
improving instructional
practices and student
outcomes.
Enabler: Actively
show support for
collaboration. This can
include ’inducting’
staff into a collaborative
culture and celebrating
collaborative efforts
and success.
Enabler: Focus on
fostering relational trust –
start by modelling the
critical components of
trust on a daily basis,
for example the
recognition of
individual
capabilities.
5. Practical steps school leaders
can take to build relational
trust include:
Practical steps school leaders
can take to actively support
collaboration include:
aitsl.edu.au professionalgrowth@aitsl.edu.au
The role of the school leader
The school leader plays an instrumental role in creating and
maintaining a collaborative professional learning culture,
as described in the Australian Professional Standard for
Principals (the Standard).
Changing the culture
School leaders need to be responsive to the complex,
challenging and changing environment and the diverse
nature of their school context (the Standard, p.3). A school’s
culture is characterised by deeply rooted traditions, values,
and beliefs, many of which are unique and embedded in a
particular school’s history and location. For that reason, it is
important to understand that culture change is a process,
not a journey. It should be ongoing rather than a short term
‘win’. Culture change has been described as an ‘adaptive
challenge’ and as such, can only be addressed through
changes in people’s priorities, beliefs, habits, and loyalties
(Ministry of Education Ontario, 2010).
Trust is an important element of the process, and effective
school leaders work to build trust and a positive learning
atmosphere for staff. Through their words and actions they
set the tone and lay the foundation for collaboration.
It is important for school leaders to share the impetus and
research behind any culture change – the first question most
people will ask when change is suggested is, why? If the
answer is clear then enthusiasm for change will be stronger.
Distributed leadership
Distributed leadership is crucial to creating and maintaining a
collaborative school culture. When culture change initiatives
are undertaken, no one person has all the knowledge and
skills required to provide leadership for every aspect of the
change. By distributing leadership, the school leader is
able to draw on the knowledge and skills of staff members
to support change. Distributed leadership can lead to
increased teacher trust and buy-in for any change initiative,
which is essential for fostering a collaborative culture that
improves student outcomes.
In a collaborative culture, school leaders help to establish
clarity of purpose and empower others to share in the
decision making process, so that teams may engage in
collaborative work that leads to effective and innovative
problem-solving activities
The Essential Guide to Professional Learning: Collaboration
• modelling collaboration when working with
colleagues, be open to feedback and share
decision making responsibilities.
• acknowledging the efforts of school
staff who collaborate.
• providing professional learning for school staff
in using collaborative strategies. Ensuring that
the most effective collaboration is taking place
by educating staff.
• making the time for collaboration to occur;
examine and adjust classroom timetables,
change meeting times or purposes or change
the allocation of professional learning
resources.
• acknowledging the interdependence – and
therefore vulnerability – of members of the
school community, and the importance
of trust in building commitment and
cohesiveness
• modelling the four critical components of
trust on a daily basis: respect for others,
personal regard for others, competence in
role, and personal integrity
• following through on expectations for
school staff, including the difficult task of
confronting issues involving both behaviour
and performance
• demonstrating integrity by “walking the talk”
(Ministry of Education Ontario, 2010)
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The Essential Guide to Professional Learning: Collaboration
Common approaches to collaboration
Collaboration can encompass a range of activities and strategies and can occur without formal or structured strategies
being used. If your school doesn’t have a collaborative culture, or you would like to try something different, you might want to
consider the use of a structured strategy to start.
Below are a few common strategies based in collaborative practices. Most of these strategies involve teachers observing each
other’s practice, and all involve collaborating in order to learn from each other to improve impact.
Peer observation
Peer observation involves teachers observing each
other’s practice and learning from each other.
Teachers have the opportunity to give and receive
feedback about teaching practice and develop
awareness about their own teaching.
Instructional Coaching
Instructional Coaching comprises a collaborative
partnership supporting teachers’ goal-setting,
using research-informed teaching practices. The
coach focusses on supporting the professional
growth of individual teachers through modelling
practice, classroom observation and reflection,
joint problem-solving, and conversations about
teaching practice.
Professional Learning Communities
Professional Learning Communities involve ongoing, job-
embedded learning, featuring a group of leaders/teachers who
collaborate regularly with a focus on achieving continual school
improvement. The group come together to share and critically
interrogate their practice, and together, learn and apply new
and better approaches to enhance student learning.
Instructional Rounds
Instructional Rounds involve a collaborative
group of leaders/teachers visiting multiple
classrooms at one school to gather data on a
‘problem of practice’. The group works together
to identify patterns and build a picture of teaching
and learning across the school, leading to
recommendations for improvement.
Learning Walks
Learning Walks consist of a group of
teachers, and perhaps school leaders,
visiting multiple classrooms. Together,
the group identifies a relevant teaching
and learning focus, and gathers
evidence related to this focus from
across the school. Observers build
a whole school picture of practice in
the identified focus area while also
developing insights into their own
professional practice.
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A Case Study of Collaboration in Action
Glen Dhu Primary School, a government school in Tasmania,
was experiencing issues with student spelling. Their
data showed inconsistent results; as the school’s senior
leadership put it “there was no rhyme nor reason for why
we were having the results we were having, there were no
patterns to what was happening”. The leadership team
realised that if this whole-school problem was going to be
solved, they needed a whole-school approach.
Teachers had always worked well together at Glen Dhu, but
often more ‘cooperatively’ than ‘collaboratively’. By using
an inquiry-based model and giving all teachers a common
problem to focus on, the leadership team hoped to create a
more collaborative environment.
The first step in the collaborative journey saw the teachers
sharing their professional beliefs about teaching spelling –
what worked and what didn’t work so well. The school also
undertook an audit of current practice to see what strategies
teachers were using.
The findings of the audit and discussions led them to the
decision to explicitly teach five spelling strategies. All five
strategies had an emphasis on students being able to
identify, articulate and apply the spelling strategies being
used in class. All the teachers worked together to develop a
common language about spelling, that could be used by all
grade levels.
In grade level teams, Learning Walks were used to ensure
the new strategies were having an impact on students, and
to routinely collect evidence of how the school-wide spelling
strategies were being taught in all classrooms. Post Learning
Walk conversations directly informed changes in classroom
practice, and supported continued collaborative problem
solving. Teachers, school-wide, now had evidence that their
collaboration was working.
Glen Dhu’s mission to improve student spelling was a
successful one. The focus and rigour they applied to
collaborating made all the difference. Results from the
Single Word Spelling Test that was administered to all
students annually, showed significant progress in certain
year groups, compared with the same test administered the
prior year. Students also showed an increased independence
in their writing.
As well as improved student outcomes, there was evidence
of a positive impact on teachers as they identified and
reported changes in practice that have directly affected their
own, and their students learning outcomes.
The Essential Guide to Professional Learning: Collaboration
Online collaboration
Collaboration doesn’t have to take place face-to-face. With the advent of interactive Web 2.0
technology, meaningful online connections can support teachers to collaborate, stay inspired
and feel supported. They can provide teachers with increased access to best practices,
new ideas, and more resources than ever before.
An online collaborative environment can support teacher discussion and inquiry. Teachers look
for global communities that align with their interests, respond to their learning needs, aid in
collaborative problem solving, help in sharing ideas and strategies, and facilitate collective action
and inquiry.
There are four qualities of online participation that differ from experiences in
face-to-face communities:
1. Persistence (i.e. groups can have an infinite shelf-life)
2. Searchability (i.e. we can search for groups aligned to our interests and needs)
3. Replicability (i.e. we can easily edit, change, or re-post others’ work)
4. Invisible Audience (i.e. anyone could be reading our work at any time)
(Coughlin and Kajder, 2009)
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The Essential Guide to Professional Learning: Collaboration
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