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CCEAM 2006

This document presents a comprehensive analysis of collaborative practitioners in educational settings, emphasizing the importance of collaboration in schools to enhance learning outcomes. It discusses various forms of leadership required for effective collaborative practice, identifies different levels and characteristics of collaboration, and examines how reflective practice influences teaching. An empirical case study of 18 primary schools in Wales highlights high pupil attainment amidst socio-economic challenges, illustrating the significance of purposeful collaboration. It encourages critical discussion on the future of collaborative practices in education.

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CCEAM 2006

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  1. CCEAM 2006 Collaborative practitioners A new perspective on organising in schools Chris James University of Bath, UK

  2. Collaborative practitioners • The intention: • to present a conceptual analysis • to present an empirical illustration • to develop the collaborative practitioner model • to raise some questions for discussion

  3. Collaborative practitioners • The questions: • Does collaborative practice require particular forms of leadership and if so, what are they? • Are there different levels of collaborative practice and if so, how might they be characterised? • Does collaborative practice take different forms in different settings and if so what are they? • What are the characteristics of collaborative practitioners and how might those characteristics be developed?

  4. Collaborative practitioners • Collaboration • A recent development and focus of interest • Central to UK government policy • Various forms: partnership, federation, collaboration • Collaboration – joint working • Inter-institutional collaboration • ‘Professional (learning) communities’ • ‘Communities of practice’ – for what? • ‘Crowds’ can be both wise and reckless - reflection. • Collaboration requires a purpose Collaboration

  5. Collaborative practitioners Reflective Practice • Reflective practice • Origins: Dewey, Schon, professional practice • The nature: Context, reflection in and on action, an epistemology of practice • Development of the concept: • Levels: technical, practical, emancipatory • Purposes: the different knowledge interests • The meanings ‘profession’ and ‘professional’ - can be applied to a wider set of occupations - “Good Work” • Critique: • Individual - the role of others is not stressed • What is the focus of reflective practice?

  6. Collaborative practitioners • The primary task • The task an organisation must perform to survive • Work groups, have a tendency to avoid work on the primary task • The normative, existential and phenomenal primary tasks • Critique: Typically conceptualised as ‘present’ rather than ‘future’. Primary Task

  7. Collaborative practitioners • An empirical illustration • The case study of 18 primary schools in Wales UK where pupil attainment in national test scores was high despite the pupils experiencing high levels of socio-economic disadvantage

  8. Collaborative practitioners

  9. Collaborative practitioners • The primary task • Ensuring effective teaching for learning for all pupils • Ensuring enriched teaching for learning for all pupils • Improving and further enriching teaching and learning for all pupils Primary Task

  10. Collaborative practitioners • Collaboration • Collaboration was highly inclusive • An expectation of conformance • Secure and straightforward working relationships • The development of the team Collaboration

  11. Collaborative practitioners Reflective Practice • Reflective practice • Reflective organising • Reflective teaching • Reflection at all levels

  12. Collaborative practitioners • The model Collaboration Reflective Practice Primary Task

  13. Collaborative practitioners • The model Collaboration Reflective Practice Collaborative Practice Primary Task

  14. Collaborative practitioners Collaboration Reflective Practice

  15. Collaborative practitioners • The questions: • Does collaborative practice require particular forms of leadership and if so, what are they? • Are there different levels of collaborative practice and if so how might they be characterised? • Does collaborative practice take on different forms in different settings and if so what are they? • What are the characteristics of collaborative practitioners and how might those characteristics be developed?

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