Have you been able to identify any particular element of leadership practice in collaborative environments, that has made you stop and think about the practical professional opportunities that you may like to explore or adopt in your school?
What sort of approaches would you like to explore in the future?
I found Collay’s (2011) approach to instructional leadership where ideas or approaches are trialled by an individual teacher, then as a grade group before sharing it with the whole staff. This allows time for collaborative discussion, analysis, critical reflection, further trials if needed and gathering evidence of effectiveness before presenting to wider staff. This collaborative leadership process helps support the efficacy of the approach employed and the benefit to student learning outcomes.
I liked the collaborative approach to trialling the approach before sharing with the wider school community. I would definitely employ this approach when trialling new techniques/strategies as teacher librarian.
Collaborative inquiry as described by Goodnough (2005, p. 88) is when groups work through repeated cycles of planning, reflection and action as they explore an issue or question of importance to the group. Whilst collaborative inquiry fosters adult learning and engagement in educational research (Goodnough, 2005, p. 89), it is very time consuming. I like the idea of being able to lead teachers in practice through collaborative inquiry, but I think Collay’s approach is more practical, and similar.
Collay, M. (2011). Teaching is leading. In Everyday Teacher Leadership: Taking Action Where You Are(pp. 75-108). Retrieved on August 9, 2013, from Charles Sturt University Library
Goodnough, K. (2005). Fostering Teacher Learning through Collaborative Inquiry. Clearing House, 79(2), 88-92.