Collective Responsibility: Redefining What Falls Between the Cracks for School Reform

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Springer Science & Business Media, Sep 17, 2012 - Education - 230 pages
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How to achieve school reform and organisational change has been a subject of much inquiry and interest by educators, education systems and academics. This volume advances both conceptual and methodological knowledge in understanding the cultural changes required at the school level to develop teachers’ collective responsibility for student learning. The concept of teachers’ collective responsibility is both intriguing and elusive as it traverses both sociological and psychological aspects of teaching. Five major but interconnected discourses: professional community; professional development; relational trust; accountability; and efficacy map the terrain of this complex phenomenon. Results reported in this volume provide clear evidence that collective responsibility is positively correlated the coherence between professional learning programs and the school’s learning goals, teachers’ commitment to enact those shared goals and teacher-to-teacher trust. In addition, teachers’ collective struggle to address pressing issues for teaching and learning, and pedagogical leadership, when embedded in the organisational capacity of a school, form a complex and dynamic set of factors influencing the development of collective responsibility. Drawing together these important findings surfaces a need to rethink how schools, education systems and academics pay attention to what falls between the cracks for school reform. This book addresses aspects of school culture that guide the choices in the development of teachers’ collective responsibility. Professional development, collective struggle, professional community, relational trust and pedagogical leadership as elements of school culture and organisational reform are modelled as a continuum of micro-political conditions interacting at the school level. This model offers new insights into the complexity of collective responsibility as a multi-dimensional phenomenon and is a useful guide to organisational change for school and system leaders and academics whose research interests are focused on the how of organisational change.
 

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Contents

CHAPTER 1 INTRODUCTION
1
CHAPTER 2 MAPPING THE TERRAIN Discourses Related To Teachers Collective Responsibility For Student Learning
9
CHAPTER 3 RESEARCH METHODOLOGY
45
CHAPTER 4 EXPLORATION OF THE VARIABLES RELATED TO COLLECTIVE RESPONSIBILITY
65
CHAPTER 5 COLLECTIVE RESPONSIBILITY IN FOUR SCHOOLS
79
CHAPTER 6 COLLECTIVE STRUGGLE Theres a Sense were All in this Together
117
CHAPTER 7 TEACHERTOTEACHER TRUST AND COLLECTIVE RESPONSIBILITY
139
CHAPTER 8 PEDAGOGICAL LEADERSHIP AND COLLECTIVE RESPONSIBILITY
155
APPENDIX C INDIVIDUAL INTERVIEW PROTOCOL
215
APPENDIX D
216
APPENDIX E SCHOOL EXECUTIVE INTERVIEW PROTOCOL
217
APPENDIX F DOCUMENTS COLLECTED FROM EACH SCHOOL
218
APPENDIX G DESCRIPTIVE STATISTICS FOR GREENGATE PRIMARY SCHOOL
219
APPENDIX H DESCRIPTIVE STATISTICS FOR TALL TREES PRIMARY SCHOOL
221
APPENDIX I DESCRIPTIVE STATISTICS FOR ARAN HEIGHTS HIGH SCHOOL
223
APPENDIX J DESCRIPTIVE STATISTICS FOR JOSSEY HIGH SCHOOL
225

CHAPTER 9 TOWARDS A MODEL FOR THE DEVELOPMENT OF COLLECTIVE RESPONSIBILITY
179
REFERENCES
199
APPENDIX A DIMENSIONS AND ELEMENTS OF THE NSW MODEL OF PEDAGOGY Quality Teaching Mode
205
APPENDIX B SURVEY INSTRUMENT
207
APPENDIX K SUMMARY OF ANALYSIS OF SCHOOL VARIANCE ANOVA
227
AUTHOR BIOGRAPHY
228
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