CCEAM 2006 Collaborative practitioners A new perspective on organising in schools Chris James University of Bath, UK

Collaborative practitioners The intention: to present a conceptual analysis to present an empirical illustration to develop the collaborative practitioner model to raise some questions for discussion

Collaborative practitioners The questions: Does collaborative practice require particular forms of leadership and if so, what are they? Are there different levels of collaborative practice and if so, how might they be characterised? Does collaborative practice take different forms in different settings and if so what are they? What are the characteristics of collaborative practitioners and how might those characteristics be developed?

Collaborative practitioners Collaboration A recent development and focus of interest Central to UK government policy Various forms: partnership, federation, collaboration Collaboration – joint working Inter-institutional collaboration ‘Professional (learning) communities’ ‘Communities of practice’ – for what? ‘Crowds’ can be both wise and reckless - reflection. Collaboration requires a purpose Collaboration

Collaborative practitioners Reflective practice Origins: Dewey, Schon, professional practice The nature: Context, reflection in and on action, an epistemology of practice Development of the concept: Levels: technical, practical, emancipatory Purposes: the different knowledge interests The meanings ‘profession’ and ‘professional’ - can be applied to a wider set of occupations - “Good Work” Critique: Individual - the role of others is not stressed What is the focus of reflective practice? Reflective Practice

Collaborative practitioners The primary task The task an organisation must perform to survive Work groups, have a tendency to avoid work on the primary task The normative, existential and phenomenal primary tasks Critique: Typically conceptualised as ‘present’ rather than ‘future’. Primary Task

Collaborative practitioners An empirical illustration The case study of 18 primary schools in Wales UK where pupil attainment in national test scores was high despite the pupils experiencing high levels of socio-economic disadvantage

Collaborative practitioners

The primary task Ensuring effective teaching for learning for all pupils Ensuring enriched teaching for learning for all pupils Improving and further enriching teaching and learning for all pupils Primary Task

Collaborative practitioners Collaboration Collaboration was highly inclusive An expectation of conformance Secure and straightforward working relationships The development of the team Collaboration

Collaborative practitioners Reflective practice Reflective organising Reflective teaching Reflection at all levels Reflective Practice

Collaborative practitioners The model CollaborationReflective Practice Primary Task

Collaborative practitioners The model CollaborationReflective Practice Primary Task Collaborative Practice

Collaborative practitioners CollaborationReflective Practice

Collaborative practitioners The questions: Does collaborative practice require particular forms of leadership and if so, what are they? Are there different levels of collaborative practice and if so how might they be characterised? Does collaborative practice take on different forms in different settings and if so what are they? What are the characteristics of collaborative practitioners and how might those characteristics be developed?