A Framework for Transforming Learning in Schools: Innovation and the Spiral of Inquiry
“Sustaining teacher collaboration beyond an inspirational… workshop requires a dedicated effort across many months in the midst of myriad potential obstacles and distractions. Teams that receive consistent support and feedback from their principal or other administrators are far more likely to remain focused and productive, which in turn improves the quality of teaching and learning in the classroom. For administrators who embrace the role of assistance, the driving question for each team is not whether or if support should be provided but how and when. By taking inventory of settings and contact points, intentionally planning and differentiating assistance to each team, and aligning the scope of assistance with levels of immediate need, administrators can foster a culture of support and encouragement that is highly valued by teachers, elevates the productivity of meetings, and nurtures an atmosphere of learning for both students and adults.”
Ermeling, Bradley A. Strategic opportunities, The Learning Principal, Winter 2012, Vol 7, #2
Learning How to Foster Collegial Conversations
“… productive collaborative inquiry is characterized by a willingness to investigate teaching-learning connections and to identify and negotiate differences and similarities in beliefs about what constitutes good teaching and meaningful learning. Skilled leaders can facilitate groups in the use of collaborative norms, protocols, and group-generated sets of questions that build the group’s capacity for using conflicting views as starting points for developing shared meanings. When teachers approach conflict as an intellectual challenge rather than an affective or emotional event, differences generate deeper inquiry and professional learning as opposed to threats to professional identity.”
Nelson T., , Deuel A., Slavit D., Kennedy, A. (2010) Leading Deep Conversations in Collaborative Inquiry Groups. The Clearing House, 83: 175–179.
Research tells us that the most effective professional learning involves:
Cosner, S. (2012). Leading the ongoing development of collaborative data practices: advancing a schema for diagnosis and intervention, Leadership and Policy in Schools (11), 1, p. 26-65