Good Practice Guidelines: Leading Teaching Teams

Advancing the development of good practice around the teaching team has been the focus of a recently completed, nationally funded Australian grant entitled Coordinators Leading Advancement of Sessional Staff (CLASS). The project focused on developing leadership capacity of subject coordinators to provide supportive contexts for sessional staff to enhance their knowledge of teaching practice and contribute to subject improvement through a team approach. An action learning approach and notions of distributed leadership underpinned the activities of the teaching teams in the program.

2011

Abstract The Coordinators Leading and Advancing Sessional Staff (CLASS) project, as it became known, explored a leadership capacity development framework that included targeted professional development as a means of improving academic leadership and management of sessional teaching teams. There were four partner universities: the University of Wollongong (lead), the University of Technology, Sydney, the University of Western Sydney and the Australian Catholic University.

Higher Education Research & Development, 2008

and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

2012

Team teaching is not a new idea with a history spanning more than 40 years. It is an enduring idea yet its practice would not be the norm in most Australian school settings and across most content areas. This paper discusses the experiences of two educators who were given the opportunity to team teach in the area of mathematics education at a tertiary institution. It explores some of the challenges and joys of working in an educational environment which celebrates discourse, questioning and risk taking while modelling a collaborative approach for students.

2003

Deppeler, J. (2007) Leading learning: inquiry and collaboration, Paper presented as part of the symposium: Cultivating teachers' values, knowledge and skills for critical reflection and leading change in schools, Redesigning pedagogy: Culture, knowledge and understanding conference, ABSTRACT Australia, like education systems world-wide, is in the midst of educational reform efforts to improve the learning outcomes of all students by fundamentally changing educational practices. This paper explores how collaborative inquiry (CI) was important for teachers' professional learning about improving the literacy practices and achievement in their schools. It draws on work in a university-school partnership, the Learning Improves in Networking Communities (LINC)

In this project, I explored how school leaders can support and promote collaborative processes in teacher teams. The completed project provides a comprehensive literature review on various aspects of collaboration in teacher teams and leadership process and structure behind them. This study did not create new knowledge through academic research, but rather took existing research to synthesis into a manageable Professional Development template to be used in the future to inform and support the learning of practicing professionals in the field of K-12 education. I am a practicing secondary school teacher who has witnessed the benefits of collaboration first hand. My experiences in education have led to my desire to explore various issues surrounding collaboration on the K-12 education context through this project. vii Glossary 21 st Century Learning: A framework which outlines the skills and knowledge students will need to be successful in contemporary society (DuFour et al., 2008). Community of Practice: Learning as a social process in which individuals share collectively to enhance knowledge around a topic of interest (Wenger, McDermott, & Snyder, 2002). Collaboration: People working together interdependently to achieve common and individual goals (Dufour et al., 2008).

Journal of Teacher Education, 2015

Bottom over top Advocates for students Research Question Two Professional Identity Development Connecting Readings and Field Experiences Identifying with Field Experiences Background experiences Contextual specificity within school site Past (e.g., student) Candidate demographics Contextual specificity with particular students Present (e.g., field site) Program of study Future (e.g., teacher)