Remodeling Literacy Learning Together
In NCLE's most recent report, Remodeling Literacy Learning Together, one of the key findings is that, when given the opportunity, teachers involved in standards implementation are innovating and designing appropriate lessons and materials. In fact, our profession is filled with stories of innovative and successful collaborative practices that did not start or end with prepackaged programs or solutions. In a recent Language Arts article, Virginia Goatley and Peter Johnston remind us that innovation occurs through small scale tinkering in our classrooms on a daily basis.
At the same time the report reveals that teachers value working with other educators as the most powerful form of professional learning; it also reveals that time for teachers working together is brief and shrinking. In "Collaboration as a Change Force: The Power of 'Know How' over 'Have To,'" Catherine Nelson speculates, "One reason why teachers currently have limited time for collaboration may be administrators' uncertainty about what actually happens during that time out of the classroom and how it impacts what happens inside the classroom."
Where does this leave us? If we are to successfully advocate for more shared time for planning and professional learning, we must share our stories of collaboration and the impact in our classrooms. Here are some snapshots that are sure to inspire and inform:
2 English Teachers + 2 Math Teachers = 1 Multidisciplinary Research Paper
Collaboration as an Opportunity for Shared Leadership
What Makes a Good History Essay?
(Or as the kids would say, does spelling count?)
Web Cams, Inquiry and Observation reminds us that opportunities for learning
do not stop at our classroom doors or our own backyard.
Reflections from Rowland School District Educators
on a Year of Shared Learning and Change
Now it's your turn! Share your story of the power of collaboration as professional learning.
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