Moving from Teacher Isolation to Collaboration
Enhancing Professionalism and School Quality
Published on 28. August 2013
Book
Hardback
194 pages
978-1-4758-0269-6 (ISBN)
Description
Teaching embodies many roles -- in the classroom through teacher-student interactions, and beyond the classroom through teacher-adult interactions. This book explains and demonstrates how collaboration and teamwork can help enhance professionalism and school quality by overcoming teachers' isolation in the classroom, in the school, and in their work. The contributing authors address: historic patterns of isolation; why collaboration is crucial for vibrant and sustained professionalism; principles of successful team collaboration in schools and other sectors; school districts' structure and support for collaborative teams; forces that motivate or restrain teachers' ability to collaborate; how teachers in grade-level teams perceive the quality of their training and support; team members' perceptions of their work in departments; teachers' use of evidence of student learning to improve teacher and organizational learning; and teacher-principal collaboration from the perspectives of exemplary teachers. These chapters provide insight into the complexity of teachers' roles, and indicate the necessity to build collaboration within the school and beyond.
Reviews / Votes
In the face of unrelenting and often irrational challenges to public education, the teaching profession risks becoming less and less desirable to many. Conley and Cooper offer ways to strengthen both the professionalism and desirability of teaching. Their emphasis on collaboration and professionalism promises to enrich teachers' work and to strengthen schools as well. -- Diana G. Pounder, Ph.D., professor and dean of the college of education, University of Central Arkansas Any doubt that educators are looking to collaborate with others throughout the school environment? For teachers are expected to use a variety of relevant data to inform instruction and provide timely feedback, while creating environments where students have a voice in their own learning. This book targets and responds to the critical issues of teacher isolation and collaboration, at a time when strategic engagement is often required of all teachers. This book is a must read for anyone seeking to alter the mindsets that limit how and why time and professional interactions in schools are currently constructed. -- Debra Jackson, Ed.D., superintendent, Highland Falls-Fort Montgomery Central Schools, NYMore details
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Target group
Professional and scholarly
Illustrations
2 BW Illustrations, 11 Tables
Dimensions
Height: 235 mm
Width: 157 mm
Thickness: 18 mm
Weight
524 gr
ISBN-13
978-1-4758-0269-6 (9781475802696)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Sharon Conley | Bruce S. Cooper
Moving from Teacher Isolation to Collaboration
Enhancing Professionalism and School Quality
E-Book
08/2013
1st Edition
Rowman & Littlefield Education
€43.49
Available for download
Persons
Sharon Conley, PhD, is professor of education in the Gevirtz Graduate School of Education at University of California, Santa Barbara.
Bruce S. Cooper, PhD, is professor of educational leadership and policy at Fordham University Graduate School of Education in New York City.
Conley and Cooper are also the editors of Finding, Preparing, and Supporting School Leaders: Critical Issues, Useful Solutions; and Keeping and Improving Today's School Leaders: Retaining and Sustaining the Best.
Bruce S. Cooper, PhD, is professor of educational leadership and policy at Fordham University Graduate School of Education in New York City.
Conley and Cooper are also the editors of Finding, Preparing, and Supporting School Leaders: Critical Issues, Useful Solutions; and Keeping and Improving Today's School Leaders: Retaining and Sustaining the Best.
Content
Table of Contents
PREFACE
Bruce S. Cooper & Sharon Conley
Chapter 1: Teaching as a Profession - and More: Why? and How?
Bruce S. Cooper & Carolyn Brown
Chapter 2: What has Prevented Teachers From Being Full Professionals? Mary Antony Bair
Chapter 3: Rejuvenating Teacher Teams: Back to Basics
Terrence E. Deal & Donna Redman
Chapter 4: Organizational Design in Support of Professional Learning Communities in One District
Scott C. Bauer, S. David Brazer, Michelle Van Lare, & Robert L. Smith
Chapter 5: Influences on Teacher Sharing and Collaboration
Tanya F. Cook & Vivienne Collinson
Chapter 6: Teaming to Break the Walls of Isolation: Collaboration in Elementary Grade Level Teams
J. John Dewey & Sharon Conley
Chapter 7: Collaboration in Middle School Departments: A Work Group Effectiveness Perspective
Sharon Conley & Frank C. Guerrero
Chapter 8: Professional Learning Communities Using Evidence: Examining Teacher Learning and Organizational Learning
Michelle D. Van Lare, S. David Brazer, Scott C. Bauer, & Robert L. Smith
Chapter 9: Principal-Teacher Collaboration
Vivienne Collinson
EPILOGUE: Collaboration, Professionalism, and School Quality for the Future
Bruce S. Cooper
ABOUT THE CONTRIBUTORS
PREFACE
Bruce S. Cooper & Sharon Conley
Chapter 1: Teaching as a Profession - and More: Why? and How?
Bruce S. Cooper & Carolyn Brown
Chapter 2: What has Prevented Teachers From Being Full Professionals? Mary Antony Bair
Chapter 3: Rejuvenating Teacher Teams: Back to Basics
Terrence E. Deal & Donna Redman
Chapter 4: Organizational Design in Support of Professional Learning Communities in One District
Scott C. Bauer, S. David Brazer, Michelle Van Lare, & Robert L. Smith
Chapter 5: Influences on Teacher Sharing and Collaboration
Tanya F. Cook & Vivienne Collinson
Chapter 6: Teaming to Break the Walls of Isolation: Collaboration in Elementary Grade Level Teams
J. John Dewey & Sharon Conley
Chapter 7: Collaboration in Middle School Departments: A Work Group Effectiveness Perspective
Sharon Conley & Frank C. Guerrero
Chapter 8: Professional Learning Communities Using Evidence: Examining Teacher Learning and Organizational Learning
Michelle D. Van Lare, S. David Brazer, Scott C. Bauer, & Robert L. Smith
Chapter 9: Principal-Teacher Collaboration
Vivienne Collinson
EPILOGUE: Collaboration, Professionalism, and School Quality for the Future
Bruce S. Cooper
ABOUT THE CONTRIBUTORS