CCEAM 2006

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

2. 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

3. 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?

4. 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

5. Collaborative practitioners Reflective Practice • 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?

6. 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

7. 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

8. Collaborative practitioners

9. 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

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

11. Collaborative practitioners Reflective Practice • Reflective practice • Reflective organising • Reflective teaching • Reflection at all levels

12. Collaborative practitioners • The model Collaboration Reflective Practice Primary Task

13. Collaborative practitioners • The model Collaboration Reflective Practice Collaborative Practice Primary Task

14. Collaborative practitioners Collaboration Reflective Practice

15. 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?