Guest blog from Jessica Chapman, Head of English and year 1 teacher. Here, Jessica talks about her major project which she has undertaken as part of her Masters in Educational Leadership and School Improvement at Cambridge University.
As an educator, have you ever wondered why many teachers prefer working alone with their classroom doors closed? It’s a habit I’ve consistently observed and accepted as the norm throughout my teaching career. Yet, it begs the question: why? Reflecting on my experiences, I’ve come to understand that school culture can heavily influence this behaviour.
The culture within a school plays a pivotal role in shaping teacher collaboration and professional development. While teachers are undoubtedly the experts in their field and best positioned to drive change in teaching practices, they often find themselves isolated within the confines of their classrooms, disconnected from the collective knowledge and growth opportunities that collaboration can bring. Schools that prioritise top-down leadership often cultivate an environment where teachers feel scrutinised and pressured to prove their worth through formal observations. On the other hand, those with laissez-faire leadership styles can foster an atmosphere of complacency, where teachers focus solely on their individual practices and resist change.
Regardless of the leadership approach, the outcome tends to be the same: a culture of isolation and reluctance to collaborate. This not only stifles professional growth but also hinders efforts to maintain consistent standards of teaching across the school.
Recognising the need for a cultural shift, I embarked on a journey to explore alternative models of leadership that foster greater opportunities for collaboration and shared leadership. Drawing from both educational research and personal experience, I became intrigued by the concept of distributed leadership and its potential for creating a dynamic and committed workforce. This approach, which redistributes responsibility and decision-making across the school community, has shown promise in empowering teachers to lead change and contribute more significantly to school improvement.
In my quest for effective collaborative practices, I discovered Lesson Study, a powerful professional development tool originating from Japan which offers a promising solution to the challenges of teacher collaboration and shared learning. Interested by its potential, I implemented a trial study with a group of teachers at my school. As they immersed themselves in the cyclic process of Lesson Study, engaging in collaborative planning sessions, live classroom observations and reflective discussions, I began to observe a remarkable transformation. Teachers started to break free from their individual silos, instead embracing a culture of openness and mutual support, recognising the value of collective expertise in improving teaching practices.
Whilst the study is still underway, early findings indicate that Lesson Study could be an effective tool for promoting professional dialogue and development in contexts characterised by insufficient collaboration. Not only is it deepening trust among colleagues, but a clearer sense of purpose and direction is emerging within our school community. Teachers are gaining newfound confidence in their abilities and have become more willing to share their knowledge and expertise with one another. Perhaps most importantly, Lesson Study is sparking a shift in mindset among educators. No longer content to work in isolation, teachers are beginning to see the value in collaborating with their peers, opening their classroom doors to welcome feedback and support.
As I reflect on this journey, I am reminded of the power of collaboration in education. By breaking down the barriers of the classroom door and embracing a culture of shared responsibility, we can accomplish far more as a unified community than we could ever achieve in isolation. If you are interested in learning more about the topics of school leadership, teacher collaboration, professional development or the findings of my study, please don’t hesitate to reach out. Together, let’s harness the power of teachers to pave the way for a brighter future in education.
If you are interested in this please, contact Jessica: jessica.chapman94@hotmail.com
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