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Transcript of CCEAM 2006 Collaborative practitioners A new perspective on organising in schools Chris James...
CCEAM 2006
Collaborative practitionersA new perspective
on organising in schools
Chris James University of Bath, UK
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
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?
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
Collaborative practitioners
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?
Reflective Practice
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
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
Collaborative practitioners
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
Collaborative practitioners
Collaboration Collaboration was highly
inclusive An expectation of conformance Secure and straightforward
working relationships The development of the team
Collaboration
Collaborative practitioners
Reflective practice Reflective organising Reflective teaching Reflection at all levels
Reflective Practice
Collaborative practitioners
The model
Collaboration Reflective Practice
Primary Task
Collaborative practitioners
The model
Collaboration Reflective Practice
Primary Task
Collaborative Practice
Collaborative practitioners
Collaboration
Reflective Practice
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?