Professional Collaboration With Purpose: Transforming Schools Through Teacher Learning and Leadership

• In Event: 66.024 - From Professional Collaboration to Collaborative Professionalism

Abstract

Objectives
Many districts and schools have established teacher collaboration opportunities to support changes in teaching and learning (Harris, Jones, & Huffman, 2017; Kelchtermans, 2006; Vangrieken. Dochy, Raes, & Kyndt, 2015). Often, however, these collaborative experiences do not meet their intended goal. While some teachers have transformative experiences by collaborating with others, a large number do not. In this paper, we use in depth empirical data to build a theory of professional collaboration that supports the transformation of schools through teacher learning and leadership.
Perspective
Prior research demonstrated the potential of teacher joint work to foster meaningful improvements in teaching and learning (Hargreaves, 1994; Little, 1990). Recent work proposes a model of professional collaborative practice where both the notions of teacher professionalism and collaboration are equally emphasized (Campbell, Lieberman, & Yashkina, 2017; Chapman, Chestnutt, Friel, Hall, & Lowden, 2017; Hargreaves & O’Connor, 2017). Studies have also documented the characteristics of PLCs including shared vision; collective responsibility; and reflective professional inquiry (Stoll, Bolam, McMahon, Wallace, & Thomas, 2006; Vangrieken et al, 2015; Vescio et al., 2008). Research has also documented the benefits of using data in collaboration (Schildkamp, Poortman, & Handelzalts, 2016). However, we lack a grounded conceptualization of how teachers engage in professional collaboration, considering not only the technical and procedural aspects of these practices but also the cultures in which they take place, the emotions they evoke, and how educators make sense of them.
Methods
This study involved case studies of elementary school teacher teams in four schools in four US school districts. Over two years, we conducted extensive teacher team and classroom observations and interviews with teachers and leaders. In total, we conducted 99 interviews, 180 hours of meeting observations, and 117 hours of classroom observations. This in-depth work was necessary in order to answer important questions about teachers’ collaborative practices and the conditions that shape them. Examining this empirical data in light of current research on educational change and teacher collaboration helped us build the conception of professional collaboration described in this paper.
Findings
An analysis of data reveals ways in which teachers are moved towards joint work because of the motivation, inspiration, and energy that they personally—and collectively—gain from collaborating to improve student learning. Effective professional collaboration is driven by the goals of equity and excellence for all students and promotes deep learning for teachers and students alike. It embodies a genuine respect for the expertise of teachers. Professional collaboration values broad thinking about student learning and the use of a wide range of data, and supports coherence but not conformity in instructional planning. Collaboration also allows to teachers to negotiate complex environments with shifting policies, changing student populations, and new social and political realities beyond the school.
Significance
Professional collaboration can be transformational in schools when it is oriented towards equity and excellence, thoughtfully engages evidence on student learning, and is embedded into day-to-day schooling practices. However, it is challenging work that requires sustained commitment on the part of teachers, leaders, and policymakers.

Authors

• Amanda L. Datnow, University of California - San Diego

• Vicki Park, San Diego State University