Collaborative model of professional development

Presented by: Farkhunda Rasheed Choudhary

Collaborative Structures
Three ways of organizing P.D
1. 2. 3. PATNERSHIP PROFESSIONAL NETWORKS STUDY GROUPS

COLLABORATION IS A GOAL OF ALL PROFESSIONAL LEARNING

These strategies provide a structure through which individuals come together to pursue a variety of different kinds of learning that is dependent on collaborative interaction with other. Collaborative structures provide The mechanism for organizing groups for professional learning around goals and procedures that the participants determine Collaborative structures also differs from other structures such as workshops or technology for p. learning, which can be and cannot be collaborative. Collaborative structures are designed around a group of individuals working together towards a common learning goal.

Underlying Assumption
The context within which teachers work, provides worthwhile content for their collaboration
Addressing issues related to their own practices allows teachers to..
Develop new practices that are directly related to their local

contexts
Unlike professional development experiences designed by others or ones that provide teachers with an innovation to implement,

study groups, partnership , and networks provide a forum in

which teachers can address issues that represent central values and principles relevant to their own situations.

 Collegiality, cooperation and communication among teachers are valued by the school and extended communities
School and extended communities encourages teachers to work collaboratively with each other, other professionals and in partnership with scientists and mathematicians Isolation of working individually in classroom.>to sharing ideas and new learning with peers and content experts in a supportive group fosters a sense of collegiality and professionalism among teachers

 Quality science and mathematics education is a community responsibility requiring collaboration and input from all.
Collaborative structures for professional development are based on the assumption that the quality and effectiveness of science and maths teaching/learning are the responsibility of the larger community ,not teachers in the k-12 schools. Both education for students and p.d for teachers can be enhanced by

collaborating with science and math resource people and other

professionals from the community, region, or state

 Learning is a social activity, and adults benefits from interacting with other individuals who have similar purposes and interests as they learn
Collaboration can nurture a professional community, developing norms of collegiality, continuous improvement, and experimentation. Common interests, experiences, and frequent interaction result in a common language regarding issues in sc and math that encourages frequent communication about improvement. Teachers are no longer isolated in their classrooms, struggling alone with issues of teaching and learning.

Patnership with scientists and mathematicians in business,industry and universities

Partnership b/w teachers and scientists or mathematicians can
be powerful learning experiences for all involved; however, there are often challenges to face and obstacles to overcome. Participants in partnership face cultural and communication differences. Teachers, scientists and mathematicians live in different worlds and have their own languages unique to their disciplines.

 It is vital that all involved have opportunities to appreciate and recognize the values of each partner discipline. Scientists and mathematicians must understand the needs in science and opmental learning.

They must develop an understanding of how they can bring a

piece of what they do in their own world to their interactions with the teachers and to give and receive feedback from teachers.

 Sometimes ,issues arise regarding the expectations that scientists and mathematicians have when entering in partnership.
That they are there to fix the situation, believing the

educational problems can be solved if only teachers will know

more content. difficulty ariseswhen? Also some scientists and mathematicians see their roles as

working with a few people .

These views affect the ways in which they approach the p.d of teachers:

 Scientists, and mathematicians often face the obstacle of not

receiving support, recognition or encouragement from their

organizations, institutions, or universities to pursue

relationship and partnership in settings outside of their

normal working environments.

In some institutions values and priorities have been changed

 Teachers sometimes fear interference by outsiders, especially those whom they view as the ultimate experts. They can feel scared by the presence of scientists and mathematicians and not recognize that they bring their own

expertise to the partnership.

Feeling the Respect for scientists and mathematicians for their work by teachers will enhance relationships and enhance students learning.