SUCCESSFUL COLLEGES DEPEND UPON EFFECTIVE TEAMWORK

Successful colleges depend upon effective teamwork

Successful colleges depend upon effective teamwork

Professional learning teams are an effective means of developing a culture of collaboration and collective responsibility in schools. In professional learning teams teachers remain accountable for individual students. However, they also take responsibility collectively for improving instructional practices to achieve gains in learning for all their students.

Genuine team-based work implies more than the simple act of working alongside colleagues. It involves teachers working in a spirit of openness and critical reflection, sharing their experiences, ideas and expertise with each other and engaging in an ongoing process of inquiry that promotes deep team learning. The work of teams is guided by a clear and systematic model of problem-solving and learning, one that encompasses a learning?application?refinement?application cycle. (Bransford, 2000)

Effective teams focus on improving student outcomes. They make their professional learning student centred by analysing the differences between what students are capable of achieving and actual student performance. They engage directly with the subject matter they teach and how they teach it. Effective teams use research-based information to develop teaching strategies matched to the learning styles of their students in order to engage them with that subject matter. Teams regularly collect and analyse student learning data to assist in defining the content of their professional learning and also collect information at the teacher and school level to evaluate the impact of their work. They meet regularly for an extended period of time so they have the opportunity to learn, reflect, refine and re-apply their learnings.

Any significant change that is likely to improve teachers' expertise and enhance student learning will be gradual and often difficult. The time and effort that is needed to learn how to work as part of a team may increase teachers' workloads, especially at first. Developing the trust and confidence to take risks, experiment and work collaboratively requires perseverance because it is in conflict with the norm of autonomy that has historically characterised the work of teachers. Nonetheless, when implemented effectively a team approach can reduce variations in learning outcomes between classes. This is because teachers actively support each other to construct knowledge and develop pedagogies that have the capacity to improve student learning. While students are clear beneficiaries of a team-based approach, benefits also flow to teachers by growing their knowledge, skills and confidence, and to schools and the system through school improvement. (Ferguson, 2006)

Professional learning teams need leaders with a deep understanding of effective professional learning and how to work with team members to develop skills that will improve student achievement. Leaders may need to act in the role of coach or mentor; model good practice; help with the provision of resource materials; and facilitate and make available research into effective learning and teaching. They may organise visits to other schools to observe innovative practice; facilitate problem-solving activities; encourage risk-taking; link team members with each other; contract outside expertise when necessary; and engage in advocacy for projects across the school ...