JSD, April 2013: Put collaboration to work

Apr 30, 2013

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atissue

Up close: Deep smarts start hereDownloadNow_small

  • We need to talk
  • Trust
  • Tweeted by Learning Forward
  • What's inside


The collaborative compact: Operating principles lay the groundwork for successful group workDownloadNow_small
By Robert J. Garmston and Diane P. Zimmerman

Leaders can accelerate collaboration by creating collaborative compacts -- a set of agreements on how group members work together, think together, work with conflicts, and manage their own behavior.
(Available to the public.)


All aboard!: In one Iowa district, all teachers and principals are on the same journeyDownloadNow_small
By Deb Hansen, Colleen Anderson, Linda Munger, and Mitzi Chizek

Collaborative learning teams are improving teacher practice and student learning results in the Dallas Center-Grimes Community School District near Des Moines, Iowa.


A tune-up for stymied teams: When a group's focus falters, take steps to get back on trackDownloadNow_small
By Renee Hesson

Even the most efficient team of teachers can become ineffective. The keys to refocusing a committed team on the instructional goals originally established by the group are through reality, relationships, and reflection.


Strong teams, strong schools: Teacher-to-teacher collaboration creates synergy that benefits studentsDownloadNow_small
By Dennis Sparks

Schools will improve for the benefit of every student only when every leader and every teacher is a member of one or more strong teams. Effective teamwork creates the environment for meaningful collaboration that enables teachers to better address the complex challenges of their work.
(Available to the public.)


Create a learning team road map: A well-designed plan is flexible and focused on the team's goalDownloadNow_small
By Anne Jolly

The team plan is the beginning route that team members agree to follow to reach a shared goal. To develop a good plan, team members must spend time exploring ideas, examining different strategies for reaching the goal, and deliberating on which approaches they will use.


You've been evaluated. Now what?: Use results to pump up professional learning's potentialDownloadNow_small
By Stephanie Hirsh

Teacher evaluations have the potential to achieve more, and to do it more quickly, when they are part of a comprehensive professional learning system tied to a school district's and a school's improvement goals for students.


Learning to be a community: Schools need adaptable models to create successful programsDownloadNow_small
By Bradley A. Ermeling and Ronald Gallimore

The learning communities movement is at a crossroads. Schools and districts need implementation models flexible enough to adapt to local conditions but sufficiently specific that educators aren't reinventing the wheel.


departments

From the editorDownloadNow_small
By Tracy Crow
(Available to the public.)


Essentials: Keeping up with hot topics in the fieldDownloadNow_small

  • Digital learning
  • Michigan report card
  • School leader challenges
  • Teacher leaders
  • Urban principals
  • Teacher evaluation
  • Improving feedback


ToolDownloadNow_small

Team long-term planning guide and plan for team growth.


Collaborative cultureDownloadNow_small
By Susan Scott, Deli Moussavi-Bock, Janet Hagstrom Irving, and Lisa Bresnehan

Ask questions, rather than dispense advice, to transform conversations into teachable moments.


@ LEARNING FORWARD NEWS AND NOTESDownloadNow_small

  • Workbook examines collaboration time
  • Book Club
  • On Board: Aspire to be remarkable
  • Membership referral program
  • New IC maps
(Available to the public.)

From the director DownloadNow_small
By Stephanie Hirsh
(Available to the public.)


feature

What the right data can do: Find sources that can help tailor learning to each educator's needsDownloadNow_small
By Edie Holcomb

By using student, educator, and system data that provide critical information to customize planning, every educator is learning -- not just attending the same events as everyone else.


A powerful partnership: Principal and external provider lead the turnaround at a low-performing urban schoolDownloadNow_small
By Maryann Marrapodi and Ora Beard

A strong principal, dedicated staff, and external provider use a data-informed instructional improvement process to change the course of Dixon Educational Learning Academy in Detroit, Mich.


Deep impact: A Learning Forward Academy graduate inspires learning in her districtDownloadNow_small
By Shirley Hord, Janice Bradley, and Patricia Roy

As a result of her experience in the Learning Forward Academy, Karla McAdam changed her approach to the work she does with schools -- and influenced learning for the principals, teachers, and students in her district.
(Available to the public.)