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Collaborative Behaviors

Collaborative Behaviors. R. Martin Reardon’s summary of Chapter 10 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (20095), 131-138. Readers Theater. Read the dialogue on p. 131 Aim: To gain a sense of how this might sound in the real world of the emotions of teachers. C Continuum.

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Collaborative Behaviors

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  1. Collaborative Behaviors R. Martin Reardon’s summary of Chapter 10 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (20095), 131-138

  2. Readers Theater • Read the dialogue on p. 131 • Aim: • To gain a sense of how this might sound in the real world of the emotions of teachers Session 8: 8 slides

  3. C Continuum • S wishes to resolve a problem that is shared equally with the teacher • Frank exchange of ideas • Disagreement is encouraged, not suppressed • Restate the disagreement; have to find mutual solution • Stalemate  negotiation; possible 3rd party mediation • C: Identify problem as seen by teacher • L: Understand the s perception & verify • P, C: Provide S point of view & verify • (external) P: Exchange suggestions • E: Accept conflict & find acceptable solution • N: Agree on details of plan & summarize Session 8: 8 slides

  4. Issues in C • Deceptively simple • Aim to solve problems through a meeting of minds as equals • s may well interpret as manipulation • Believes the S is giving directions • s may have a history of being directed • S has to show consistency & gain credibility • S should ask what s is thinking • S should withhold ideas until s has led the way Session 8: 8 slides

  5. Indications • When s is functioning at moderate or mixed developmental level • S knows part of problem & s knows part (same degree of expertise) • When both S & s will be held accountable • Both S & s are committed to solving the problem Session 8: 8 slides

  6. Key points… “Collaborative supervision should not be confused with supervisor-teacher cooperation” (p. 137) “Unless teachers have the attitude that they are equal, collaborative behaviors can be used to undermine true equality” (p. 138) Session 8: 8 slides

  7. C Practice • Goal Identification Phase • S asks s to explain the issue; then S gives S’s view 7 • S & s question each other to determine common goal 5 • S states common goal, checks for accuracy & writes 2 • Plan Phase • s leads brainstorm; at least 3 possible actions each 2 • S & s look for agreement & differences 2 • Negotiate to reach goal 2 • S states jointly-agreed plan including who, how, when, and when reviewed 3 • S writes only mutually agreed items 5 Session 8: 8 slides

  8. C Practice (ii) • Critique Phase • “What feedback can you give me on how I conducted this conference?” • “What might we do next time to make these conferences more helpful?” • Summarize what you have learned & set date for next conference Session 8: 8 slides

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