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Topic 5: Collaborative practice

Posted by arlekeno on April 20, 2009

Response to Fullen: The deep meaning of inside collaboration.

Schools ARE NOT businesses, I think Fullen needs to tell the Governtment this.

Fullen talks alot about how to make change happen, he works well with my view that YOu need to want to change, you need to support people who want to change, and you need to allow the change, amazingly this does not always happen even when change is ordered ( from top down 😛 ) I like the phrase Metanoma… sometimes we need ot make people want to cahnge.

BUT every situation is different and you can’t change everything at once.

Interesting thoughts their on the role of emotions, we make decisions when emotions dictate as well, kind of like Neccesity and invention?

Finally, I liked the bit about the school teachers who wetn away calling their own staff meetings to teach what they learned. At some schools getting a faculty meeting is hard enough!

 

Responses to Senge: In The Jossey-Bass reader on educational leadership

Senge talks very reasonable about change taking YEARS to happen.

When he talks of being part of a great team, i think most of stage managing. Alas, not work.

Again we see emphasis on interconnectedness of all things.. I wonder if this is an enviromental science influence on our socitey or just commmon sense finally coming through?

QUESTIONS?

I see many carry overs from this interconnectedness and clear goals in a learning organisation and the collaberation and goals of RBL we say in topic 2.

TABLE

The table is interesting, but I think it uses extremes of most examples, I think that my school is on its way to being an L.O. but not there yet, so I see parts of both.

I can understand why people like routines, to be fully integrated would would require breaking down the familiar and easy habits such as planning lessons yourself, alone, and Faculties.

 

response to Cibulka: Schools as learning organisations: A review of the literature.

I like this summary, but it does go from sometimes being VERY clear, to being very airy fairy.

I agree totally that ONE SHOT workshops are not effective, (especially if only one member of a faculty goes.. N.B. DET STAFFING!)

I also like the concept of DEPRIVATISATION of practice. At the moment we are all very private. ( How will merit pay affect collaboration, overseas it has been a block to teachers sharing resources, how will it work when you have to work SO MUCH with others?)

FINAL QUESTION? who pays?

 

response to page: Developing the school resource centre program: A developmental approach. In K. Haycock (Ed.), Foundations for effective school library media programs

The three phases of development are good 1) establish systems and structures. 2) Establish a profile and team planning. 3) Establishing school wide programme.  Nice and clear and obvious with a list of what needs to be done ( how do we make the executive do it? how to get us on the committees? or in some cases, get the committees listened to? And when do we find time to do all this when operating on almost half the staffing hours that ASLA recomends for school libraries?).

Really just more of the same though.

N.B. I also like the notes about clearly defining the role of the T.L. My expectatons have changed a bit since I started the readings, (Assess task 1 anybody?).

Response to LangeDoes collaboration boost student learning?

YES, Budgets are under pressure ( and CPT takes time and thus, money) Anad again we must sell ourselves AS WELL as collaborte AND have proof we are worthwhile… sigh.

OOHH, JUST HAD A THOUGHT, as part of an ICT class, get students to learn how to use the library, its the most closely related discipline today and would go back to earlier topics about library and Computing staff working together.

OH, Two teachers keep students on task better than one? SHOCKER 😛 I think this is the kind of link I would post to a library webstite though for parents to read, short, easy to understand and very pro-us.

Response to Harvey:  The Rookie: A primer to help you survive your first year with flying colours,

OOhh, Supporting Executive, nice, Meetings with people. This man lived in an ideal world for his first job!

N.b readings by Todd and Gibbs unavailable.

Based on your reading on this topic so far:

 

 

 

 

 

  1. What are the challenges posed by CPT?

Where to begin? The natural inertia of a system, the lack of support from executives, resistance from teachers, the extra work (or at least, new and different work) involved of collaborating, the lack of independence of working with others ( though some may like this), the Extra time and money it may take to set up, personality clashes, scheduling, staff in multiple faculties ( though this may also be a good thing) and the bashing anything teachers do in the Daily Telegraph.

  1. Does the teacher librarian have a positive role to play in the curriculum or should CPT be abandoned?

Naturally, we are teachers, we have resources at our finger tips and the knowledge of its use. We have the space ( and if properly supplied with SAS staff,) the time.

  1. In your opinion where does the truth lie?

I think with Quality teaching, we could make this happen, but there are many obstacles, this would be a wonderful thing. if EVERYONE involved got behind it, but we do not live in a perfect world, life  ( or in this case, work) gets in the way.

  1. How well do you believe that the CPT model picks up on the factors given by Senge, and Watkins and Marsick from the previous section?

  I think all of these readings are reading from teh same page.

 

 

 

 

 

The role of the teacher librarian is fulfilled in a school that believes in collaborative practice and where teachers are leaders. But many teachers see working with other teachers as a major challenge. In fact they might fight against this.

  1. In such circumstances what would be an appropriate response from the teacher librarian?

Well I suggest just working with teachers who do want to work withyou, and let your results show, trying to work with a teacher who doesn’t want to is a waste of your time when you are busy, and going to the Head to get support can just raise more barriers.

  1. From your reading so far, can you build a convincing argument for collaboration between the teacher librarian, principal and teachers at a school that you know?

Yes, but there always has been one.

response to Wolcott: Understanding how teachers plan: Strategies for successful instructional partnerships. School Library Media Research,

 Acknowledging th ereasons why collabortion does not happen, good. The attitudes expressed her ewill all have to be overcome ( again something to look at in Task 1?) . \

The look at HOW teachers plan is briliant, non-linear, often not on paper, not something easily colloborated with.

 

Response to Montiel-Overall: A theoretical understanding of teacher and librarian collaboration,

Good point that their may be a difference between how a Yera 6 teacher and a T.L. may view learning.

Lots of emphasis on equal partners in collaboration. The RBL taxonomy is very useful and clear. I would say most teachers at my school operate at level 3 to 5, and some at 6. Ad as for the Media specialist taxonomy. Most teachers are below level 6.

I also like that T.L.s are not expected to be at the highest level of collaboration at all time with all teachers, we are ONLY HUMAN!

All this though, the trust, familiarity, moving from low to high level will take YEARS! (and exective support).

 I like how collaboration will lead us to better know what to order for the collection, we can use that argument well.

Brown and Harada Readings not working.

I could not read Harada, but there is no action research going on in any school I know of in the Library. ( I have seen it at my school in other facultes though).

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One Response to “Topic 5: Collaborative practice”

  1. […] 5 talked a great deal of ways to build collaboration, and the benefits (see post https://liberalibro.wordpress.com/2009/04/20/topic-5-collaborative-practice […]

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