ACTION RESEARCH

Purpose: (1) To engage the talents of small groups of school employees in addressing a school problem of special concern to them and (2) To develop a learning culture and norms of collaboration and reflective practice within a school.

Timing: Ongoing. May be used to track and assess the effectiveness of a given activity, program, or initiative, or when data is needed to make mid-course adjustments.

PEER OBSERVATIONS AND CONFERRING

Purpose: (1) To help teachers improve their instructional practice by reflecting on feedback from a classroom observation session. (2) To develop a learning culture and norms of collaboration and reflective practice within a school.

Timing: Ongoing. This or other peer collaboration actions should be a regular part of the work lives of school employees.

DATA GATHERING AND ANALYSIS

Purpose: To collect and analyze relevant data that is desired but not immediately available to a large decision making group.

Timing: When a larger group feels constrained in its ability to move forward without additional data and analysis.

TEACHER STUDY GROUPS

Purpose: (1) To provide a vehicle for school staff to jointly learn more about topics of mutual interest; and (2) To develop a learning culture and norms of collaboration and reflection within a school.

Timing: Ongoing. May be used when members of a staff want to exchange ideas or reflect on effective practices.

PROFESSIONAL DIALOGUES

Purpose: To deepen staff expertise on a given topic of schoolwide importance by having a subgroup research it.

Timing: When a schoolwide group feels it needs additional understanding about a particular topic.

MATERIAL DEVELOPMENT

Purpose: Pool staff expertise to (1) meet a common need for materials; (2) develop shared understandings among staff members about curricular or other school objectives; (3) create alignment of curriculum, instruction, and other programs; and (4) verify and operationalize shared understandings and alignment. This can be done within school departments, between departments or grade level teams, between grade levels, or between schools.

Timing: At any time when there is a shared need for materials specifically tailored to a school’s circumstances. During the implementation stages of student standards-based education.

TEACHER CLINIC WITH EXPERT TEACHERS

Purpose: (1) To help teachers improve their instructional practice by reflecting on feedback from a classroom observation session. (2) To develop a learning culture and norms of collaboration and reflective practice within a school.

Timing: Ongoing. This or other peer collaboration actions should be a regular part of the work lives of school employees. Reference: Peer Support: Teachers Mentoring Teachers, NEA, 1998. The reference is also pertinent to mentor programs.

TEACHER SUPPORT TEAM

Purpose: (1) To help teachers improve their instructional practice by reflecting on feedback from a classroom observation session. (2) To develop a learning culture and norms of collaboration and reflective practice within a school.

Timing: Ongoing. This or other peer collaboration actions should be a regular part of the work lives of school employees.

CASE CONFERENCE

Purpose: (1) To help teachers improve their instructional practice by familiarizing themselves with the circumstances of particular students and engaging in reflection and analysis with colleagues about how to obtain better results with these students. (2) To develop a learning culture and norms of collaboration and reflective practice within a school.

Timing: Ongoing. May be used when staff want a mechanism that permits a collaborative focus that takes into account learning styles and other individual needs unique to particular students. This or other actions that involve peer collaboration should be a regular part of the work lives of school employees.

REFLECTIVE CASEBOOKS

Purpose: When accompanied by focused collegial discussion, (1) To help teachers improve their instructional practice by familiarizing themselves with the circumstances of particular students and engaging in reflection and analysis with colleagues about how to obtain better results with these students, and (2) To develop a learning culture and norms of collaboration and reflective practice within a school.

Timing: Ongoing.

TEACHER RESOURCE CENTERS

Purpose: (1) To create a centralized, accessible source of additional resources for school staff. (2) To develop a learning culture and norms of collaboration and reflective practice within a school.

Timing: Ongoing.

MENTOR PROGRAMS

Purpose: (1) To help teachers improve their instructional practice by reflecting on feedback from classroom observation sessions and sustained opportunity for dialogue. (2) To develop a learning culture and norms of collaboration and reflective practice. (3) To increase the rate of beginning teacher retention.

Timing: Ongoing. This or other peer collaboration actions should be a regular part of the work lives of school employees.

References: Creating a Teacher Mentoring Program. 1999. www.nfie.org/publications/mentoring.htm. Peer Assistance & Peer Review Handbook. NEA/AFT. 1998.

NEXT >