Text Links: Home Lesson Plans Humor Teacher Inquiry Urban Education Web Wizardry Links All material is my personal opinion, and not that of any other organization. Copyright 2001. Permission is granted for individual teacher use. All rights reserved. Feedback is invited: Email me!

Don't Go it Alone: Collaborate! My teaching has been greatly enriched by my membership in a collaborative teacher research group, for the last ten years. We meet monthly over potuck dinners. We also give presentations and workshops at conferences, and support each others research. In 1994, we published a book entitled Urban Literacy Education, Conversations in a Feminist Key, (Teachers College Press, Hollingsworth et al) The role of our collaborative group has changed over the years. In the beginning, as I struggled to become an effective teacher, it was useful to share some time with a group of supportive people experiencing similar troubles. As a beginning teacher, one is expected to be competent, so feeling less than competent can make one's existence isolating. I think this sets a pattern of defensiveness which many teachers never break out of, even as they become competent. Our collaborative group was a safe place to acknowledge each others strengths and failings. Our discussions in the early years frequently addressed specific problems in our classes, and strategies to use. We also developed a fairly thorough critique of the academic "educational establishment", and the process of teacher training we had all shared. This critique has served me well as I have tried to be an effective master teacher and mentor teacher over the past few years. As we grew more experienced, our discussions became less focussed on particular strategies to teach reading, and more on the issues we each were dealing with as professionals: how to respond when a school administration is ineffective and sabotages good teamwork among teachers? How can white teachers be effective with students of color? How can we develop our careers in a way consistent with our vision and ideals as educators? What does it mean to leave the classroom? What are different forms education can take, outside of a classroom context? These discussions have allowed me to wrestle with issues of my conscience. When I am not sure if what I am doing is right, I can bring it to light in the group, attempt to defend it, and see how the group responds. I know they will be honest with me, and challenge me if they think it is wrong. Often, the process of discussing such personal issues really clarifies my thoughts, and allows me to articulate them much more clearly. As a teacher, there are different arenas of professionalism. We all strive to be excellent in the classroom, and truly effective at teaching our students. This is a constant challenge that none of us feels we have mastered. Some of us strive to be leaders at our school site. Some of us look to becoming expert in curriculum. And the field of teacher education is yet another realm for teachers to assert leadership. Teachers must be leaders in all these areas. Our collaborative group has laid the foundation for each of us to pursue the avenues which present themselves, because it has removed us from our isolation. It has affirmed our value, and the validity of our experience. Teacher research is a relatively young field of endeavor. There is little institutional support or recognition for this work. Despite this, the process served to develop my skills as a teacher, and my confidence as a professional. If you are interested in learning more about teacher research, you might follow these links. Teacher Research Defined, by Sharon Parsons Action Research/Teacher as Researcher links page.