Time, Learning, and Teacher Professional Collaboration at ABC

• In Event: Organizational Context and Instructional Leadership: The Importance of Teacher Collaboration and Student Achievement

Abstract

This paper presents findings from a study on the innovative use of time at a small, K-8 school in California which has organized time innovatively to provide time for teacher professional collaboration and learning.

Teachers are empowered to create their own schedule centered on a coherent philosophy that prioritizes project-based and social and emotional learning among students and teachers. This is enabled by district policy, intentional hiring practices, and leadership support. The result is a school culture where teachers can collaborate, reflect on pedagogy and student learning, receive feedback, and engage in ongoing teacher learning. In doing so, teachers can develop their collective capacity, and enhance their professional capital for the benefit of student learning across academic and social domains.

Authors

• Dion Burns, Learning Policy Institute

• Soung Bae, Stanford University

• Jon D. Snyder, Stanford University