List of Abbreviations and Acronyms
Preface
Acknowledgments
About the Authors
Part I: Developing and Designing Collaborative Professionalism
1. The Case for Collaborative Professionalism
From Professional Collaboration to Collaborative
Professionalism
Designing Collaborative Professionalism
The Culture and Context of Collaborative Professionalism
Moving Toward Collaborative Professionalism
Making It Happen
2. Moving Toward Collaborative Professionalism
Developing Collaborative Professionalism
Designing Collaboration
3. Open Class and Lesson Study
Open Class Teaching
Open Class Feedback
Open Class Planning
Lesson Study
The Four Bs of Collaborative Professionalism
Summary
4. Collaborative Curriculum Planning Networks
Collaboration in Rural Environments
Job-Alike Collaboration
Focus on Engagement
The ELA Job-Alike Group
Network Design
Network Principles
Network Technology
Summary
5. Cooperative Learning and Working
Consistency of Cooperation
Context of Cooperation
Summary
6. Collaborative Pedagogical Transformation
Vision of Escuela Nueva
Learning in Escuela Nueva
Teachers in Escuela Nueva
Impact
Design
Summary
7. Professional Learning Communities
The First Generation
The Second Generation
From Second to Third Generation
The Provincial System
Collaborative Inquiry in Ontario
Summary
Part II: Deepening Collaborative Professionalism
8. Ten Tenets of Collaborative Professionalism
Collective Autonomy
Collective Efficacy
Collaborative Inquiry
Collective Responsibility
Collective Initiative
Mutual Dialogue
Joint Work
Common Meaning and Purpose
Collaborating With Students
Big Picture Thinking for All
Summary
9. The Four Bs of Collaborative Professionalism
Before
Betwixt
Beside
Beyond
Summary
Moving From Professional Collaboration to Collaborative
Professionalism
Part III: Doing Collaborative Professionalism
10. Doing Collaborative Professionalism
What Should We Stop Doing?
What Should We Continue Doing?
What Should We Start Doing?
Last Words
Index
Andy Hargreaves is a research professor at Boston College
and a visiting professor at the University of
Ottawa. He is an elected member of the U.S.
National Academy of Education. He is past president of
the International Congress for School
Effectiveness and Improvement, adviser in education to
the first minister of Scotland, and former adviser
to the premier of Ontario. Andy is cofounder
and president of the ARC Education Project: a group of nations
committed to humanistic goals in education. Andy’s more than
30 books have attracted 8 Outstanding Writing Awards. He has
been honored for services to public education and educational
research in the United States, the United Kingdom, and Canada.
Andy is ranked by Education Week among the top 20 scholars
with most influence on U.S. education policy debate. In 2015,
Boston College gave him its Excellence in Teaching With
Technology Award. Andy’s most recent book is Leadership From
the Middle: The Beating Heart of Educational
Transformation.
The Age of Identity is the fifth book that Dennis and Andy
have written together. Michael T. O’Connor is the director of
the Providence Alliance for Catholic Teachers (PACT) program at
Providence College in Providence, Rhode Island, USA. In this role,
Michael teaches Master’s level courses, provides supervision and
instructional coaching to the program’s teachers, and offers
support to the program’s partner Catholic schools in the New
England region. A former middle school English Language Arts (ELA)
teacher and instructional coach, Michael received his Ph.D. in
Curriculum and Instruction with a focus in literacy from the Lynch
School of Education at Boston College. While working on his
doctorate, he worked with Andy Hargreaves and Dennis Shirley on the
Northwest Rural Innovation and Student Engagement (NW RISE) network
project, which included supporting the work of the ELA group. His
dissertation explored secondary students’ language choices in
authentic, community-based writing activities and the ways in which
teachers collaborated to support student writing across rural
contexts.
In many countries, the preferred political strategy to raise
standards in education is relentless competition: between students,
teachers, schools and districts. On the whole, it isn′t working.
There is a better way. One that works: collaboration. Human beings
are intensely social creatures and much of what we can and do
achieve comes from our capacity for working together. In this
illuminating and highly practical book, Andy Hargreaves and Michael
T O′Connor show why and how collaboration can and should be the
real driver of educational transformation, for our students,
teachers, and schools alike. An important and timely work for
anyone with a genuine interest in making the changes that matter in
schools.
*Sir Ken Robinson, Educator and New York Times Best Selling Author
of You, Your Child, and School*
Collaborative Professionalism makes an impressive contribution to
the development of teaching and improving schools by stressing the
importance of investing in social capital in and between schools.
Building on their rich experiences and vivid case studies from
around the world, Andy Hargreaves and Michael O’Connor promote
collaborative professionalism as the next big step in the global
movement for educational improvement. This brilliantly written book
is a must-read for teachers, leaders, policy-makers, and those who
wish to become collaborative professionals.
*Pasi Sahlberg, Professor, Gonski Institute for Education, UNSW
Sydney, Australia*
I strongly recommend Collaborative Professionalism to education
policy makers, school leaders, and teacher activists. It has
helped me reflect on how to strengthen the teaching profession, at
a time of unprecedented threat from technology, retention, and
narrow accountability. The book combines a readable style,
with tangible case studies and clear recommendations on what should
be done now to foster a healthy future for the most important of
professions – working in alliance, with trusted autonomy, and an
agility to deal with a time of unprecedented change.
*Lord Jim Knight, former Schools Minister and Chief Education
Officer, Times Education Supplement, UK*
This wonderful book starts with the proposition that our central
question is not whether educators can make a significant difference
in the well-being and capabilities of the children we serve and the
communities in which they live, but whether we are willing to do
so. Our work as educators is urgent; every minute matters for our
most school-dependent children. This book is a powerful reminder
that getting better is something we do together.
*Rebecca Holcombe, former Secretary of Education for Vermont*
Hargreaves and O’Connor have written an extraordinary book
explaining, deepening, and teaching us how to transform teaching
and learning in schools. We learn how people collaborate in five
different contexts and cultures across the globe. And we finally
understand the important stages of building positive, trusting,
thoughtful, and lasting collaborative professionalism with all its
significant details.
*Ann Lieberman, Senior Scholar at Stanford University*
Accessible and deep in equal measure. Collaborative Professionalism
gives us vivid, creative designs for engaging in lasting
collaboration. This is a book that will have the ear of
teachers, teachers′ leaders, and policy makers all over the
world.
*Michael Fullan, Professor Emeritus OISE/University of Toronto*
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