2016 Taylor amp Francis In This Chapter You Should Identify various barriers to collaboration and consultation Cite examples of conceptual attitudinal professional and pragmatic barriers ID: 660186
Download Presentation The PPT/PDF document "Chapter Seven Overcoming Barriers to Col..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Chapter Seven
Overcoming Barriers to Collaboration
© 2016 Taylor & FrancisSlide2
In This Chapter You Should:
Identify
various barriers to collaboration and consultation
Cite examples of conceptual, attitudinal,
professional, and pragmatic barriersCite examples of how each of the types of barriers might be overcome
© 2016 Taylor & FrancisSlide3
Barriers to Collaboration and Consultation
Conceptual BarriersPersonal ideas of how a school should run and operate
Roles of teachers and professionals
Attitudinal
BarriersAttitudes about one’s selfAttitudes about othersAttitudes about workPragmatic BarriersLogistical in nature
Planning and scheduling
Professional
BarriersEducation and training, licensure, and specified professional roles
© 2016 Taylor & FrancisSlide4
Barriers to Collaboration and Consultation
Conceptual BarriersChange to beliefs or concepts can breed anxiety
Attitudinal
Barriers
Schools with narrowly defined goals have limited successAttitudinal barriers can be a product of culturePragmatic BarriersEnsure there is a regularly scheduled time to collaborateIdentify regular roles and
responsibilities
Keep a record or list of responsibilities and outcomes
Professional BarriersSome more traditional professional roles may create barriers
Lack of professional efficacy
may hinder collaboration
© 2016 Taylor & FrancisSlide5
Collaboration
Different outcomes and activities may be the result of groups who have the same collaborative goals.
Collaborative exchanges may occur through more formal, planned meetings or less formal exchanges.
Research shows more collaboration occurs when the focus of collaboration was:
Teaching a particular groupImplementing a new teaching strategy
Implementing new lesson materials
© 2016 Taylor & FrancisSlide6
Using PLCs
Professional Learning Community
Differentiation in PLC design
Systems level support
Overcome Conceptual and Attitudinal BarriersCited as working better among practicing teachersCan be effective for pre-service teachers
© 2016 Taylor & FrancisSlide7
Leadership Strategies for Overcoming Logistical Barriers
Support development and maintenance
of collaborative teams
Remove logistical barriers
Good leaders engage in five actionsCritical analysis and ongoing analysis Advocacy for collaboration
O
btain
, leverage, and allocate resources to support collaborationActively work at facilitating
collaboration
M
onitor
the progress of collaborative teams
© 2016 Taylor & Francis