ERIC Number: ED364733
Record Type: RIE
Publication Date: 1993-Dec
Teacher Collaboration in Secondary Schools. Centerfocus Number 2.
Most current major educational reforms call for extensive, meaningful teacher collaboration. Teachers who have worked together see substantial improvements in student achievement, behavior, and attitude. For teachers, collegiality breaks the isolation of the classroom and brings career rewards and daily satisfactions. Schools benefit for a number of reasons: teachers and administrators learn together; teachers are better prepared to support one another's strengths and accommodate weaknesses; schools become better prepared and organized to examine new ideas, methods, and materials; and teachers are organized to ease the strain of staff turnover. Generic barriers to teacher collaboration include norms of privacy and subject affiliation and departmental organization. More specific barriers stand between vocational and academic teachers--status differences, departmental walls, and physical separation. Teachers who work together realize that they are interdependent and need to dovetail instruction to ensure they are reinforcing one another's teaching. Support for vocational-academic teacher collegiality and collaboration has six dimensions: symbolic endorsements and rewards that place value on cooperative work, school-level organization of assignments and leadership, latitude given to teacher for influence on crucial matters of curriculum and instruction, time, training and assistance, and material support. (Twelve specific recommendations to encourage teacher collaboration are listed; 10 resources are cited.) (YLB)
Descriptors: Academic Education, Cooperative Planning, Educational Change, Educational Cooperation, Integrated Curriculum, Secondary Education, Teacher Role, Team Teaching, Teamwork, Vocational Education
NCRVE, 1995 University Ave., Suite 375, Berkeley, CA 94704-1058.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Center for Research in Vocational Education, Berkeley, CA.
Grant or Contract Numbers: N/A