Developing a Collaborative School Culture.

Autor/in	Marshak, David
Titel	Developing a Collaborative School Culture.
Quelle	(1994), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Communication Skills; Cooperation; Decision Making Skills; Educational Change; Elementary Education; Elementary School Teachers; Elementary Schools; Governance; Graduate Study; Higher Education; Inservice Teacher Education; Interpersonal Competence; Participative Decision Making; Rural Schools; School Culture; School Districts; School Restructuring; Teaching Skills; Washington + Suchen Sie Ihr Suchwort? Kommunikationsstil; Co-operation; Kooperation; Bildungsreform; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Interpersonale Kompetenz; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulkultur; Schulleben; School district; Schulbezirk; Schulreformplan; Schulumwandlung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	In a rural Washington school district 60 percent of teachers and administrators have completed a course on collaboration as part of a key effort to bring a collaborative culture to their schools. This course was one part of a change effort that included development of School Advisory Committees where teachers and administrators made significant decisions together through consensual processes. Teachers from grades K-6 worked together to adapt district curriculum guidelines to their own school's mission and character. Over several years teachers evolved a variety of teaching teams so that almost all instructional staff teach in collaborative groups for a significant part of their day. These efforts have brought significant, positive change. Changes were possible because most teachers wanted to break out of their isolation and work together and because they developed collaborative skills through ongoing practice in their schools and through focused course work. Graduate courses on collaboration offered in the district followed a pattern of practice in class which, in turn, was followed by application, and then reflective debriefing. Components of the courses included work with parts of four books on teaching and collaboration, practice applying collaborative skills, exploration of conflict, and decision making with a focus on consensus. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC