Team Work: Time well Spent

Autor/inn/en	Moore Johnson, Susan; Reinhorn, Stefanie K.; Simon, Nicole S.
Titel	Team Work: Time well Spent
Quelle	In: Educational Leadership, 73 (2016) 8, S.24-29 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Teaching Conditions; Poverty; Teacher Responsibility; Teamwork; Teacher Collaboration; Stress Management; Scheduling; Administrator Role; Principals; Teacher Leadership + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Armut; Lehrverpflichtung; Lehrerkooperation; Stressmanagement; Stressbewältigung; Disposition; Principal; Schulleiter; Lehrerfunktionsstelle
Abstract	Teachers in high-poverty schools often feel stressed and fatigued. We might expect that if we ask these teachers to take on even more work by meeting regularly in collaborative improvement teams, they will respond with skepticism, even resentment. But in a study of 83 teachers in six outstanding high-poverty schools, these researchers found the opposite. Teachers consistently reported that their teams reduced stress and gave them the support they needed to persevere. This article describes how teams operated in the five schools that made them the central component of school improvement. It also discusses the conditions that made teams effective in these schools, such as sacrosanct time in the schedule for team meetings; the school principal's active engagement with teams; facilitation of teams by teacher leaders; and the integration of other supports for teacher growth into the fabric of the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01