There is an infamous activity that teachers have done with students where they ask them to ‘draw a scientist’ and students of all ages will usually draw a white male in a lab coat. If we were to ask educators, ‘Who is an educational leader?’,
This is a question that I have asked myself for many years. The importance of shared leadership is something that we have been discussing for some time. Who can argue with the concept of collaboration and shared leadership? Of course, we understand that top-down leadership
As district leaders, we continually work toward the design of professional learning that is purposeful, meets the unique needs of our school communities, and, ultimately, has an impact on student learning. This endeavor is a tall order since our priorities and programs continue to shift
Increased emphasis on fostering deeper learning for students suggests a fundamental change in teachers’ role and vantage point of instruction. The change requires less time teaching in front of class and more time roving among desks and teams to monitor and facilitate students’ collaborative work
In the first post in this series, we covered Collaborative Teacher Inquiry. Yesterday we talked about the first three partnership principles from Jim Knight. Today we’ll cover the remaining four principles.
Principle #4 - Reflection: Reflection is an Integral Part of Professional Learning
Knight (2011) notes that
In my first post, we covered the strategy of Collaborative Teacher Inquiry.
In a training I recently attended with Jim, he also offered seven ‘Partnership Principles’ as a way of thinking and being in helping relationships. These ideas resonated with me as they can be applied
This is the first post in a three-part series on Collaborative Inquiry. Read Part Two: Partnership Principles 1-3 and Part Three: Partnership Principles 4-7.
Collaborative teacher inquiry is a promising strategy for improving students’ well-being and achievement. During a collaborative inquiry cycle, teachers come together to: