Collaborative Teacher Development
- 1. Collaborative Teacher Development Book Studies By: Jennifer Hillman
- 2. Collaborative Teacher Development Common Types • Teacher Study Groups • Whole Faculty Study Groups • Book Studies Why is collaborative teacher development important? Engaging in collaborative activities can lead to positive effects on collaboration, teaching, and schooling in general. (Levine and Marcus, 2010)
- 3. Book Studies • Great for small groups of teachers • Promote conversations among school professionals • Greater understanding leads to application and refining of skills • May focus on teaching practices, changes, or challenges • Follow Phi Delta Kappa Educational Foundations 5 steps to establish book study.
- 4. Step 1: Form Book Study Group • Participation should be voluntary and inclusive • Seek out potential members • Meetings should be less than an hour • Have consistent meeting time and location
- 5. Step 2:Choose a Book and an Objective • Book selected should support the objective of the group • Members can bring book suggestions
- 6. Step 3: Decide How to Read the Book • Reading can be divided by chapters or sections • Should meet twice per month to keep things fresh Book Study 3:00 Library Book Study 3:00 Library
- 7. Step 4: Read and Discuss the Book • Discuss and analyze book and how it relates to the classroom • Opportunity to share thoughts, ask questions and learn from others • Participants may want to use a journal and bring to meeting
- 8. Step 5: Evaluate the Book & Plan for Future Book Study • What do we do with this information? • Should others read this book? • What follow-up or support will be needed? • What data can we use to examine the impact on learning? • What other books on this topic might be helpful?
- 9. Role of the Principal • Set aside time for the book study group to meet together • May use faculty meeting time instead • Promote book study by having teachers share • Enlist parent support to obtain books • Create a inviting space for teachers to meet
- 10. Creekside Middle School, located in an urban area of Georgia, began book studies to address the changing and sometimes challenging needs of its students. Students were unmotivated to learn, leading the administrator to seek out resources that would assist teachers. The administrator began reading Teach Me: I Dare You and thought it could be a source of guidance for teachers at his school. Teachers began meeting with the principal on a voluntary basis for a book study. Because of its success the school began to offer multiple book studies for teachers to sign up for one they want to read. Book Study Success Zepeda, S.J. (2012). Professional Development: What Works. Larchmont, NY: Eye On Education