List of Abbreviations and Acronyms Preface Acknowledgments About the Authors Part I: Developing and Designing Collaborative Professionalism 1. The Case for Collaborative Professionalism From Professional Collaboration to Collaborative Professionalism Designing Collaborative Professionalism The Culture and Context of Collaborative Professionalism Moving Toward Collaborative Professionalism Making It Happen 2. Moving Toward Collaborative Professionalism Developing Collaborative Professionalism Designing Collaboration 3. Open Class and Lesson Study Open Class Teaching Open Class Feedback Open Class Planning Lesson Study The Four Bs of Collaborative Professionalism Summary 4. Collaborative Curriculum Planning Networks Collaboration in Rural Environments Job-Alike Collaboration Focus on Engagement The ELA Job-Alike Group Network Design Network Principles Network Technology Summary 5. Cooperative Learning and Working Consistency of Cooperation Context of Cooperation Summary 6. Collaborative Pedagogical Transformation Vision of Escuela Nueva Learning in Escuela Nueva Teachers in Escuela Nueva Impact Design Summary 7. Professional Learning Communities The First Generation The Second Generation From Second to Third Generation The Provincial System Collaborative Inquiry in Ontario Summary Part II: Deepening Collaborative Professionalism 8. Ten Tenets of Collaborative Professionalism Collective Autonomy Collective Efficacy Collaborative Inquiry Collective Responsibility Collective Initiative Mutual Dialogue Joint Work Common Meaning and Purpose Collaborating With Students Big Picture Thinking for All Summary 9. The Four Bs of Collaborative Professionalism Before Betwixt Beside Beyond Summary Moving From Professional Collaboration to Collaborative Professionalism Part III: Doing Collaborative Professionalism 10. Doing Collaborative Professionalism What Should We Stop Doing? What Should We Continue Doing? What Should We Start Doing? Last Words Index
Andy Hargreaves is the Brennan Chair in the Lynch School of Education at Boston College. He is President of the International Congress of School Effectiveness and Improvement, Founding Editor-in-Chief of the Journal of Professional Capital and Community, and Adviser in Education to the Premier of Ontario and the First Minister of Scotland. Andy has consulted with the OECD, the World Bank, governments, universities and teacher unions worldwide. Andy's more than 30 books have attracted multiple Outstanding Writing Awards - including the prestigious 2015 Grawemeyer Award in Education for Professional Capital (with Michael Fullan). He has been honored with the 2016 Horace Mann Award in the US and the Robert Owen Award in Scotland for services to public education. Andy has been ranked by Education Week in the top 10 scholars with most influence on US education policy debate. In 2015, Boston College gave him its Excellence in Teaching with Technology Award. He is a Fellow of the Royal Society of Arts. Michael T. O'Connor is the director of the Providence Alliance for Catholic Teachers (PACT) program at Providence College in Providence, Rhode Island, USA. In this role, Michael teaches Master's level courses, provides supervision and instructional coaching to the program's teachers, and offers support to the program's partner Catholic schools in the New England region. A former middle school English Language Arts (ELA) teacher and instructional coach, Michael received his Ph.D. in Curriculum and Instruction with a focus in literacy from the Lynch School of Education at Boston College. While working on his doctorate, he worked with Andy Hargreaves and Dennis Shirley on the Northwest Rural Innovation and Student Engagement (NW RISE) network project, which included supporting the work of the ELA group. His dissertation explored secondary students' language choices in authentic, community-based writing activities and the ways in which teachers collaborated to support student writing across rural contexts.
In many countries, the preferred political strategy to raise standards in education is relentless competition: between students, teachers, schools and districts. On the whole, it isn't working. There is a better way. One that works: collaboration. Human beings are intensely social creatures and much of what we can and do achieve comes from our capacity for working together. In this illuminating and highly practical book, Andy Hargreaves and Michael T O'Connor show why and how collaboration can and should be the real driver of educational transformation, for our students, teachers, and schools alike. An important and timely work for anyone with a genuine interest in making the changes that matter in schools.-- Sir Ken Robinson, Educator and New York Times Best Selling Author of You, Your Child, and School
Collaborative Professionalism makes an impressive contribution to the development of teaching and improving schools by stressing the importance of investing in social capital in and between schools. Building on their rich experiences and vivid case studies from around the world, Andy Hargreaves and Michael O'Connor promote collaborative professionalism as the next big step in the global movement for educational improvement. This brilliantly written book is a must-read for teachers, leaders, policy-makers, and those who wish to become collaborative professionals.-- Pasi Sahlberg, Professor, Gonski Institute for Education, UNSW Sydney, Australia
I strongly recommend Collaborative Professionalism to education policy makers, school leaders, and teacher activists. It has helped me reflect on how to strengthen the teaching profession, at a time of unprecedented threat from technology, retention, and narrow accountability. The book combines a readable style, with tangible case studies and clear recommendations on what should be done now to foster a healthy future for the most important of professions - working in alliance, with trusted autonomy, and an agility to deal with a time of unprecedented change.-- Lord Jim Knight, former Schools Minister and Chief Education Officer, Times Education Supplement, UK
Hargreaves and O'Connor have written an extraordinary book explaining, deepening, and teaching us how to transform teaching and learning in schools. We learn how people collaborate in five different contexts and cultures across the globe. And we finally understand the important stages of building positive, trusting, thoughtful, and lasting collaborative professionalism with all its significant details.-- Ann Lieberman, Senior Scholar at Stanford University