Creating Fabulous Schools Vs Faculty Collaboration

Hi there,

I am cross-posting a fabulous article on “Creating Fabulous Schools” and the crucial role of ‘Faculty Collaboration’. This article was written a while ago but still fresh and relevant. J Daniel Hollinger is a very high professional educationalist and consultant. He is the PRESIDENT AND PRINCIPAL CONSULTANT of HOLLINGER INTERNATIONAL, Chevy Chase. Without further ado, enjoy his wonderful article.

Merid Desta

Creating Fabulous Schools: Faculty Collaboration is Key

 by  Leave a Comment, April 25, 2012 by

Faculty Collaboration

Faculty Collaboration and Student Learning

One of the most important factors in school improvement and creating fabulous schools is the quality of collaboration among teachers. Certainly, there are other important factors, but faculty collaboration is an absolutely necessary condition. It is possible, with high quality teaching, to have a good school. It is not possible to have an outstanding school without excellent teamwork among teachers.

Faculty collaboration is what makes the sum of the parts greater than the whole. It’s what creates the conditions for students to excel intellectually, academically, socially and emotionally. And that’s the primary business of the schoolhouse. Schools in which students are not achieving their highest and greatest potential are not fabulous. They may be good or even great, but great is not good enough when it comes to schools and the education of our children. The ultimate goal of school improvement is to create outstanding schools for all students.

Most schools kill collaboration before it even has a chance to germinate. That’s hardly the fault of the teachers. It’s a problem with the very structure of the school. One can’t expect teachers to work together as a team when schools’ organizational systems proclaim loudly and clearly that collaboration is dead upon arrival. Little or no time to meet together, the absence of effective school leadership that supports teamwork, and a lack of cross-curricular planning are a few of the telltale signs that collaboration among teachers is not valued.

First and foremost, the school leader must clearly articulate the case for working together as a team. Given how deeply collaboration is buried by the structure of schools, they must make a compelling case for collaboration. They need to be truly committed to collaboration at every level in the school. To rise above the noise, they must be visionary and zealous in creating a collaborative environment. That’s not an easy task and many school leaders will benefit from leadership coaching to accomplish the goal of creating schools in which collaboration among faculty and staff members is as much a part of the fabric of the school as students and teachers themselves.

A collaborative faculty sits together and plans the curriculum. English teachers teach content and skills that are connected to content and skills being taught in social studies, art, science and so on. Units of inquiry centered on main ideas guide the organization of the curriculum across the disciplines.

Suppose, for example, that students in the sixth grade are studying peace and conflict. In social studies, students may be studying about notable peacemakers and the origins of war while the science teacher engages students in exploring scientific discoveries that were the source of major conflicts between religion and science. The English teacher has selected a text focused on themes of war and peace, and students are discussing the characters and plots, and writing essays on peace and conflict. Add physical education, art and drama to the mix and students are buzzing with the excitement of learning that actually makes sense to them.

– See more at: http://www.hollinger-international.com/category/consulting-services/page/2/#sthash.c6gUjCJU.dpuf

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About Merid Desta

I am a very passionate and mature African-Ethiopian researcher/ peacebuilder/ manager/ leader/ who have been doing a research on peace and conflict in the horn of Africa. I have learned that both my under- and post-graduate studies need to be topped up with formal studies of theories and praxis of peace, conflict, justice, identity, nationalism, ethnicity, religion and other related theories. All the trusts, institutes, faith-based and other secular organisations in which I was involved in leadership, mobilising and training capacities, were committed to addressing all aspects of individuals and communities’ life. Being an advocate for all human beings to be released from their spiritual, physical, social, mental and economic poverty, with a view to enabling them to become fulfilled and responsible human beings who live up to the standard of their best capacity, was at the core of all my work and the people and teams whose ministry I led. I have been involved in interfaith; interethnic; intercultural and interdenominational peacebuilding, conflict resolution and management work in the capital. My family’s life has always been sacrificial. We have committed our lives and are preparing for more commitments to work initially among a few communities and regions in Ethiopia, Eritrea, Somalia, Sudan/ South Sudan and the surrounding regions. These nations of Eastern Africa have often been under enormous threats and incidents of civil wars, ethno-religious conflicts, genocide etc.

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