NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED537950
Record Type: Non-Journal
Publication Date: 2012-Jan
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Productive Use of Collaborative Time. Research into Practice
Williamson, Ronald
Education Partnerships, Inc.
Many schools have embraced the idea of professional learning communities (PLC's). While the term is used to describe many types of collaborative activities, PLC's are most successful when they focus intently on improving student learning. In these communities of learners there is a shared commitment to continually learn and act on that learning in ways that positively impact students' educational experience. PLC's are most successful when teachers have time to work with colleagues on professional tasks. While there are many different ways to provide collaborative time, it is the one essential tool for teachers to develop a collaborative and collegial school culture. The amount of time varies depending on the task, but the evidence is that less frequent extended blocks of time are more productive than more frequent short periods. Teachers are responsible for a whole set of professional tasks and collaborative time is most productive when teachers also have time to attend to these other tasks. Schools that have collaborative time are fortunate. So it is important to assure that the time is used productively. The most successful use of collaborative time occurs when there is an intentional commitment to building the capacity of the staff to participate fully in collaborative activities. Five strategies have been identified. These include: (1) Develop and Use Norms of Collaboration; (2) Learn to Provide Constructive Feedback; (3) Resolve Group Conflicts; (4) Build Trusting Relationships; and (5) Clarify Decision-Making Processes. (Contains 5 resources.)
Education Partnerships, Inc. Web site: http://www.educationpartnerships.org
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: Education Partnerships, Inc. (EPI)