Professional Collaboration with Purpose: Teacher Learning Towards Equitable and Excellent Schools(Routledge Leading Change Series)

Building on both cutting-edge research and professional learning practice, Amanda Datnow and Vicki Park explore how professional collaboration can support deeper learning for students and teachers alike. While many schools and systems support teacher collaboration, they often fall short of their intended goals of improving teaching and learning. This book provides concrete guidance for creating the conditions for collaboration in which teachers are moved toward—rather than repelled—by joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers personally--and collectively--gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.

Table of Contents:
Chapter 1: The Imperative for Professional Collaboration Chapter 2: Collaborating with Purpose for Equity and Excellence Chapter 3: Collaborating with Professionalism and Coherence Chapter 4: Collaborating for Deep Learning Chapter 5: Collaborating with Shifting Policies Chapter 6: Collaborating through Conflict Chapter 7: Leading Professional Collaboration

About the Author :
Amanda Datnow is Professor in the Department of Education Studies and Associate Dean of Social Sciences at the University of California, San Diego. Vicki Park is Assistant Professor of Educational Leadership at San Diego State University.

Review :
‘By studying four schools in four districts as they deal with both inside and outside pressures to improve teaching and learning, we learn the authentic challenges, as well as the needed conditions for building professional collaboration. Datnow and Park do an excellent job in teaching us how, and in what ways, schools cope, build and work on supporting what it takes to sustain shared goals, shared beliefs and a shared work ethic. This is a must read!’ —Ann Lieberman, Senior Scholar at Stanford University ‘Amanda Datnow and Vicki Park supply a vivid, detailed account of teacher collaborations that are propelled by teachers’ own commitments to equity and excellence and that are informed by data that the teachers find relevant and meaningful. This book is the welcome result of in-depth studies of data use and teacher collaboration in elementary schools, further enriched by the authors’ decades of professional experience with teachers and school leaders. Its take-away lessons and reflection points will resonate with teachers, leaders, and others seeking to build and sustain robust teacher collaboration that benefits children.’ — Judith Warren Little, Carol Liu Professor of Education Policy emerita, Graduate School of Education, University of California Berkeley 'This is an honest and valuable exploration of the joys and challenges of genuine and meaningful professional collaboration, with engaging stories from the everyday world of pressured teachers, helpful takeaways and opportunities to reflect. Read and discuss it with your colleagues!' —Louise Stoll, Professor of Professional Learning, London Centre for Leadership in Learning, University College London Institute of Education ‘By studying four schools in four districts as they deal with both inside and outside pressures to improve teaching and learning, we learn the authentic challenges, as well as the needed conditions for building professional collaboration. Datnow and Park do an excellent job in teaching us how, and in what ways, schools cope, build and work on supporting what it takes to sustain shared goals, shared beliefs and a shared work ethic. This is a must read!’ —Ann Lieberman, Senior Scholar at Stanford University ‘Amanda Datnow and Vicki Park supply a vivid, detailed account of teacher collaborations that are propelled by teachers’ own commitments to equity and excellence and that are informed by data that the teachers find relevant and meaningful. This book is the welcome result of in-depth studies of data use and teacher collaboration in elementary schools, further enriched by the authors’ decades of professional experience with teachers and school leaders. Its take-away lessons and reflection points will resonate with teachers, leaders, and others seeking to build and sustain robust teacher collaboration that benefits children.’ — Judith Warren Little, Carol Liu Professor of Education Policy emerita, Graduate School of Education, University of California Berkeley