From professional capital to Collaborative professionalism: Ohio Deans Compact January 2019 Andy Hargreaves @hargreavesbc

Why should we collaborate? How should we collaborate? What are different ways to collaborate that have value?

Presentism Individualism Conservatism

Collaboration gets results

Too little Comfortable Collaboration Contrived Collegiality Too much

Taking away time stops people collaborating

Achieving Excellence Achieving Excellence Ensuring Equity Promoting Wellbeing Enhancing Public Confidence

.. . PISA has a specific focus for each cycle The next slide shows Norway’s position for each of the core areas vis-à-vis other countries

V = C(1-r)^t Business Capital Formula PISA has a specific focus for each cycle The next slide shows Norway’s position for each of the core areas vis-à-vis other countries

Professional Capital Formula PC = f ( HC, SC, DC ) PISA has a specific focus for each cycle The next slide shows Norway’s position for each of the core areas vis-à-vis other countries

A Philosophy of Practice

Designing collaborative professionalism

Solidarity & solidity

Our Research Team

How can teachers collaborate better?

Collaborative Professionalism Designs. Lesson study Collaborative Professionalism Designs * Lesson study * Teacher-Led Prof Learning Communities * Job-Alike Curriculum Planning * Cooperative Learning & PLD * Collaborative Pedagogical Transformation PISA has a specific focus for each cycle The next slide shows Norway’s position for each of the core areas vis-à-vis other countries

Professional Collaboration

Collaborative Professionalism

Collaborative professionalism is about how teachers & other educators transform teaching & learning together to work with all students to develop fulfilling lives of meaning, purpose, & success. PISA has a specific focus for each cycle The next slide shows Norway’s position for each of the core areas vis-à-vis other countries

Collaborative Professionalism is organized in an evidence-informed, but not data-driven, way through rigorous planning, deep & sometimes demanding dialogue, candid but constructive feedback, & continuous collaborative inquiry. PISA has a specific focus for each cycle The next slide shows Norway’s position for each of the core areas vis-à-vis other countries

Collaborative Professionalism is embedded in the culture & life of the school, where educators actively care for & have solidarity with each other as fellow-professionals as they pursue their challenging work together in response to the cultures of their students, the society & themselves PISA has a specific focus for each cycle The next slide shows Norway’s position for each of the core areas vis-à-vis other countries

1. Teacher-Led PLCs

2. Job-Alike Planning Networks

About NW RISE Members Activities Leadership Focus 5 states 34 small, rural K-12 sites (& growing!) Activities In-person + distance networking Job Alike Groups Schoology Leadership Member-led Steering Committee Backbone Continuous Improvement Focus Hone educator practice Increase student engagement & achievement What are the basics: Job alikes, steering committee, etc. The Northwest Rural Innovation and Student Engagement (NW RISE) Network convenes teachers and leaders from some of the U.S. Northwest’s most isolated and remote communities to learn from each other, share strategies to meet their unique challenges, and spread best practices of the region’s rural schools.

I’ve been so isolated as a teacher I’ve been so isolated as a teacher. I just have gotten used to being my own boss and doing what I want and making my decisions. And then I have to come here and hear ideas that don’t necessarily go with mine and learn to be flexible and see others’ perspectives. It’s also been nice just to work with other people who have the same frustrations. They don’t get paid very much, but they do 20 jobs and work late nights and they coach and they advise. But it really has changed my life to come here and work and be around everyone. PISA has a specific focus for each cycle The next slide shows Norway’s position for each of the core areas vis-à-vis other countries

3. Open Class/Lesson Study

Writing on the iboard

Final product from post open class conference!

4. Collaborative Pedagogical Transformation

Escuela Nueva

5. Co-operative Learning Among Teachers

Collaborative planning, Structured feedback Joint work

Use the Same Methods of Engagement for Students & Staff “Collaborative professionalism to us is more and more about the questions we ask”. “Not asking the staff to discuss or work with questions I already think I have the answer to”

The graveyards of U.S. educational reform are littered with once-promising innovations that were poorly understood, superficially implemented, and consequently pronounced ineffective. Catherine Lewis PISA has a specific focus for each cycle The next slide shows Norway’s position for each of the core areas vis-à-vis other countries

3. Learning from others the 4 bs

Before How has the leadership developed over time? How did people collaborate before? How much time did the design take to mature? How has it changed over time? Why?

Beside What support does the system provide in grants, time, resources etc? In what ways does the system get in the way or not in terms of curriculum, testing & accountability? How has the school found or formed its own system? Many hands make light work A trouble shared is a trouble halved No man is an island entire of itself

Beyond What individuals or schools elsewhere have helped inspire this school’s efforts? How has the school accessed these? What courses, evidence, and thought leaders have provided support for the school’s work? How is the school & its teachers connected virtually to ideas & example elsewhere?

Betwixt What other ways of collaborating exist in the school? What’s the unique work culture of this school compared to others? How does the national culture differ from ones overseas where a particular model has been seen?

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