The authors describe the collaboration that they found effective in their own professional development.
“Together, we create a deeper, clearer understanding of her classroom environment than either of us could hope to do individually” (p. 41).
“There is another reason Tracy and I have chosen to collaborate on this project. In terms of professional development, it doesn’t get any better than this. Our collaboration around real questions that affect real students…requires that we draw from previous learning spanning our entire professional landscape: From literature on best practices to research methodology, everything comes into play. We share a sense of urgency to do this work well because, if we do, we might make a difference in the lives of students. Moreover, we share the hope that our work will contribute to the national conversation about reading and writing instruction and, in so doing, provide support for others” (p. 42)
Another private text becomes public…
The authors describe the traditional PD programs they had attended. They explain that they were passive consumers and that they took no part in their design. Rosewarne goes as far as to say that she remembers nothing from four years of inservice PD – not even the theme. (p. 44).
The authors cite Jack Mezirow (1981) who argues that once a significant change has taken place, one that causes a person to look differently at life, there is no return. The authors reveal:
“Once we realized that our stories were important and our questions worthy of research, there arose a pervasive need for more opportunities for collaboration and growth” (p. 45).
This and similar forms of collaboration are grounded in “a belief that the knowledge and stories of classroom teachers are important, an understanding that teachers-with the right kinds of skills-could make a significant contribution to the knowledge base of our profession” (p. 45).
The authors are aware that this kind of reflective collaboration demands flexibility and personal exposure and involves the possibility of getting hurt.
“It is a risk to question what feels comfortable and normal in our classrooms. However, as teacher-researchers, we began to see how knowledge grows and how we could be a part of that developing conversation” (p. 45)
“By finding safe communities of educators, we were able to stay alive in our professional knowledge building. And, by finding mentors and collaborators, we were able to create opportunities for growth as we observed students, discussed observations, and thought hard about beliefs and practice” (p. 46).
“Because we collaborate, there is a sense of safety, and the feelings of alienation that have been reported by many experientially open teachers are kept at bay. Our work energizes us and helps us gain perspective on ways to engage students” (p. 46).
Bowers Sipe, R., & Rosewarne, T. (2005). Learning to love the questions: Professional growth and perspective transformations. The English Journal, 95(2), 41-46. Retrieved from http://www.jstor.org
Image: http://www.cuslight.org/Portals/ConcordiaMilwaukee/images/teachers_meeting.jpg
