Keys to Collaboration: What It Takes to Move toward Collective Responsbility

Autor/in	Crow, Tracy
Titel	Keys to Collaboration: What It Takes to Move toward Collective Responsbility
Quelle	In: Journal of Staff Development, 36 (2015) 3, S.10-12 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Teacher Collaboration; Communities of Practice; Time Management; Instructional Leadership; Alignment (Education); Accountability; Strategic Planning; Teamwork; School Support + Suchen Sie Ihr Suchwort? Lehrerkooperation; Community; Zeitmanagement; Instruction; Leadership; Bildung; Erziehung; Führung; Verantwortung; Strategy; Planning; Strategie; Planung; Schulförderverein
Abstract	Ask educators what they need for their own learning, and more time to collaborate with colleagues generally ranks high on the list. Educators know that when they encounter specific student learning or instructional challenges, their peers typically have insights and solutions that will be helpful. Every school has an enormous body of expertise, and educators need meaningful opportunities to tap into that expertise every day. The question is how can schools and systems create structures and supports so educators engage in the kinds of collaborative problem solving and intentional learning that they value? What do lead learners need to consider? This article discusses several critical factors in supporting meaningful collaboration. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01