Professional Learning and Action Teams

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Professional Learning and Action Teams

Category: Research Paper

Subcategory: Leadership

Level: High School

Pages: 3

Words: 825

Professional Learning and Action Teams
Name:
Institution:
Professional Learning and Action Teams
The teacher’s teamwork is very essential in the effective daily operation of the school. The advantage of teamwork in a teaching environment is that it influences insight in developing the curriculum. Secondly, it makes it easier for the teachers to manage the classroom. Thirdly, collaboration in teaching results in motivations of teachers. Lastly, team working in a teaching career is the best method of tackling learning disabilities among the students.
Besides, collaboration method of working is the best strategy of renewing the school system. This is because teamwork develops a healthily working condition. For instance, “when people work together they share person experiences hence developing complementary strength, empathy, emotion and self-relief for each other “(Youness & Kirstin, 2010). This will lead to the development of friendship hence making it easier to work as a team. The collaboration of teachers is the way of redesigning the school system because it has the best problem-solving strategy. Additionally, it saved time in the daily operation of the school. Also, it saves energy because it is tiresome when a teacher operates solely unlike when a team. Lastly, it is best in the decision-making process because there is room for constructive criticism. Collaboration with teachers must have a clear transparent goal that relates to its visions.
Contrary, the purpose of collaborations among the teacher is to increase accountability through solving intellectual problems, improving decision-making processes, achievement in the overall improvement of student’s academic results and their behaviors. More ever, the purpose of teamwork is to reduce work bulk among the teachers. Therefore, the teacher will give quality education rather than quantity education. Teacher teamwork can improve student’s results by being serious when the team is having a meeting or when they are at work. The team can be effective in improving student’s results by defining their responsibility, goals, and role of each member. Teamwork teaching should be able to influence students to work in groups as they set a good example of a role model. The team leader should ensure the group is focused on its purpose. The team member should be able to know how decisions are formulated. Team members should be able to keep check of progress and be able to celebrate if the progress is positive.
Consequently, leadership needs to consider various conditions for teacher’s teamwork to be effective. For instance, “the teacher`s crew must have a task that is clearly outlined and focus on improving the student`s performance. It should be a team that encourages leadership skills to all its members” (Dennis, 2002). The teachers team should offer an apparent environment that is bound by trust, synergy, and unlimited communication. The team should influence personal accountability this is done by individual holding themselves accountable for their actions or performance. This is done by each member with the team completing the job effectively. Lastly, the team should articulate it structures to accomplish its vision. A team is destined to fail if it has not articulated its goals properly. The goals should be aimed at improving the student learning abilities. When the process and structures in the team constitutions are well articulated the teachers will improve their teaching and the students will be able to learn effectively.
Conversely, collaboration teaching practice is faced with many problems. For example, the team may lack the required tools, experience and support mechanism that would allow them to produce a successful teamwork or have the ability to influence a curriculum change. “The team is prone to failure if it does not have the proper team facilitation skills like team norms, time management, conflict resolution mechanism and vision setting” (Vivian & Katherine, 2011). Therefore, the best recommendation for a specific model of teacher’s teams will be the professional learning community. This strategy will greatly improve the school performance. The main goal of professional learning community teamwork module is to encourage teachers to work as one unit. Also, this module ensures improvement in the performance of a student. The implantation of this type of teacher’s teamwork module is done by teachers visiting one another classroom to collect student information that will help to analyze and understand the student’s performance and how to improve this performance.
Concerning that, the three sources have clear explained the teacher’s teamwork strategy in an in-depth capacity. Teacher’s teamwork has the benefit of developing the curriculum, effectively managing the classroom and the best method of tackling learning disabilities among the students the best method of tackling learning disabilities among the students. Contrary, leadership needs to consider various conditions for teacher’s teamwork to be effective. These are: the teacher`s crew must have a task that is clearly outlined and focus on improving the student performance, a team that encourages leadership skills to all its members, a team should influence personal accountability and a team that articulates it structures to accomplish its vision. Finally, the professional learning community is the recommended type of teacher’s teamwork module the school can use to improve it performance.
Reference:
Dennis Sparks.(2002). Strong teams strong school. Retrieved at. http://learningforward.org/docs/default-source/jsd-april-2013/sparks342.pdfVivian Troen and Katherine C. Boles.(2011). Rating your teacher team: Five conditions for effective teams. Retrieved at. http://hepg.org/hel-home/issues/27_6/helarticle/rating-your-teacher-team_519#homeYouness Elbousty and Kirstin Bratt.(2010). Team strategies for school improvement. Retrieved at. http://files.eric.ed.gov/fulltext/ED510034.pdf