Advocate for collaborative teacher learning
Develop and sustain collaborative research groups
Organize and conduct productive research projects
Address issues of ethics, leadership, and group dynamics
Evaluate and sustain collaborative learning activities
Based on data from a major survey, Teacher Collaboration for Professional Learning features extensive case examples from model research communities collaborating within schools, across districts, in partnership with universities, and as online networks. The book also offers a wealth of reproducible templates as well as reflection questions and exercises invaluable tools for organizing study groups.
Praise for Teacher Collaboration for Professional Learning
"This volume covers everything teachers need to know to initiate collaborative research. The authors explain the processes of collaborative inquiry in engaging, reader–friendly, easy–to–understand language; it is an inspiring, enjoyable read that promotes a 'we can do it' spirit of inquiry."
Janet Richards, Ph.D., professor, University of South Florida, Tampa
"I wish I had such a valuable resource when I was establishing and coordinating a teacher–research group several years ago! Much has been written about how to do action research in the classroom and schools, but little has been written about how to establish and sustain collaborative efforts, as Lassonde and Israel have done here."
Barbara Davis, professor, co–director, Teacher Fellows Program, Texas State University San Marcos
"Lassonde and Israel have written an outstanding book that provides powerful stories and practical strategies for teachers to start and sustain collaborative learning communities as part of their own professional development. This book is a must read for teachers and administrators who are looking to build and be a part of a community of inquirers."
William Bintz, co–chair of the International Reading Association's Teaching as a Researching Profession Special Interest Group and associate professor, Kent State University, Kent, Ohio
Foreword by Janice F. Almasi.
PART 1 Why Support Collaborative Research?
Chapter 1 Improving Teacher Professional Learning.
Chapter 2 Initiating Educational Improvements.
PART 2 Building a Professional Learning Community.
Chapter 3 Understanding the Inquiry Process.
Chapter 4 Getting Started.
Chapter 5 Staying Productive.
PART 3 Collaborating Effectively.
Chapter 6 Ethical Considerations: Improving Group Dynamics.
Chapter 7 Leadership Strategies for Collaborative Support Groups.
PART 4 Model Learning Communities in Action.
Chapter 8 School–Based and Partnership Communities.
Chapter 9 Networking and Online Collaborations.
Chapter 10 A Districtwide Model: The Fairfax County Public Schools Teacher Researcher Network, Contributed by Gail V. Ritchie.
Epilogue: Supporting and Sustaining Professional Collaboration.
Appendix A Tools and Templates.
Stage 1: Getting to Know Invited Members.
Brainstorming Chart: Whom to Invite to the Group.
Stage 2: Sharing Perspectives and Talents.
Tentative Agenda for Meetings.
Roles Signup Sheet.
Stage 3: Supporting Each Other s Efforts and Learning.
Stage 4: Exploring the Possibilities.
Ongoing Group Evaluation.
Stage 5: Ongoing Conversations.
Appendix B Reflection Questions.
Appendix C Study Group Exercises.
Appendix D Valuable Resources.
Appendix E Teacher Research Survey.
Cynthia A. Lassonde, Ph.D., a former elementary teacher, is associate professor of Elementary Education and Reading at the State University of New York (SUNY) College at Oneonta. Susan E. Israel, Ph.D., is an independent researcher, writer, and literacy consultant. Lassonde and Israel have written many books and articles on teacher research, teaching and learning, and literacy.