From Divisiveness to Collaborative Professionalism: Developing System Conditions for Governments, Unions, and Educators to Collaborate

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

Abstract

Purpose and Perspectives
Developing teachers’ professional capital requires opportunities for the formal and informal collaboration of teachers beyond their classrooms’ and their schools’ walls (Hargreaves & Fullan, 2012). Calls to Flip The System prioritize teacher agency for collective teacher-led change (Evers & Kneyber, 2015). However, while grassroots movement to connect individual teachers for system-wide change are important; the cultivation of system level conditions where governments, unions and educators collaborate effectively to support and advance teachers’ leadership and professional learning is vital. In this paper, we discuss the movement from divisiveness between “labour” (unions) and “management” (system and school leaders) to a new form of collaborative professionalism for shared leadership to value all voices and enable teacher choice, voice and agency in their professional learning and work.
Methods and Data
This paper draws on data across three studies to provide new insights on the system conditions needed to enable professionals to work together in order to support collaboration within and across schools.
Study 1 was an international study of teacher policies in five countries. We draw on a case study of Ontario, Canada, which involved analysis of documents and existing relevant data plus interviews with 35 participants.
Study 2 was a pan-Canadian study of teachers’ professional learning, which employed a multimethod design including: review of international research literature and relevant national and provincial/territorial data; individual case studies in Alberta (35 interviewees); British Columbia (70 interviewees) and Ontario (33 interviewees). In addition, a survey was administered in New Brunswick (741 respondents) and four focus groups (41 participants) were held in Manitoba.
Study 3 was a six-year longitudinal study of Ontario’s Teacher Learning and Leadership Program involving a mixed methods design. For this paper, we draw on annual focus groups with each of teacher union officials and government officials (total of 11 focus groups).
Results and Significance
We highlight eight findings for developing a system enabling collaborative professionalism through professional learning:
1. When policy makers create a teacher development program and collaborate with the organized teaching profession, it is likely to produce important learning (on both sides).
2. The policy makers and teachers’ unions need to agree on key characteristics of professional development that matter to both parties.
3. The cultivation and maintenance of trust and partnership between and among government, teacher unions and educators must be authentic and explicit parts of the program.
4. A collaborative professional development program needs some specific structures that drive and deepen the work, including online platforms and in person meetings.
5. District and school leaders must believe that supporting teachers is the key to improvement of students’ learning and well-being.
6. Teachers must accept the idea that they can lead in areas where they develop expertise.
7. Teachers need to believe or grow into the idea that collaborating with other teachers, rather than being a solo performer, can eventually change the school culture.
8. Relationships are paramount at all levels.

Authors

• Carol Campbell, University of Toronto - OISE

• Lindy Amato, Ontario Teachers' Federation

• Pamela Janie Osmond-Johnson, University of Regina

• Anna Yashkina, OISE/University of Toronto