Values and a culture of collaboration 1

Abstract

This essay discusses the need for values in building a culture of collaboration when building

improvement processes in schools. Differences in educational philosophies that are explicit

create an open platform that deals with cognitive dissonance in a more productive way.

Supportive supervision links these differences and provides the social capital required in order

for teachers to determine their own means and ways towards individual goals. This is done

through establishing values, namely hopefulness, trust, piety, and civility (Sergiovanni, 2005), in

such a way that individuality is not compromised. Thus, building a culture of collaboration is

balanced with the implementation of communities of practice in order for teachers to strive for

individual goals while at the same time working towards a collective goal.
 Values and a culture of collaboration 2

The need for values and the development of a culture of collaboration in schools

The presidential election of 2008, as many have in the past, promoted the need for change

through the virtue of hope. To undergo such a change, the task then becomes how to lead a

group of people collectively while respecting individual interests. The United States has often

been referred to as a melting pot which later was more accurately expressed through the “salad

bowl” or “cultural mosaic” metaphor; shifting the notion of a singular culture to one that is

multiple (i.e., cultural pluralism or multicultural) (Answers, 2009). When pursuing a vision or

ideal in schools, a similar phenomenon occurs. Instructional leaders are viewed as promoting

change that seeks to close the gap between the ideal (i.e., the written curriculum) and reality (i.e.,

the taught curriculum). Support through formative means helps assess whether a changed

behavior is making a difference for the better. Therefore, developing a culture of collaboration

in schools through the promotion of values can set the stage for finding the means, ways, and

ends for closing the ideal and reality gap.

A school curriculum comes from a philosophical base, whether implicit or explicit.

Wiles and Bondi (2007) mention five main educational philosophies that range from the more

traditional to the more progressive: “perennialism”, “idealism”, “realism”, “experimentalism”,

and “existentialism” (p. 43). Teaching and testing the written curriculum discloses how these

educational philosophies are viewed from both a collective and individual perspective. For

example, if teachers have a more perennial educational philosophy; that is, they are extremely

rational in their practice and beliefs, they will tend to stick to historical norms and view truths as

givens. If these same teachers are trying to teach a curriculum that is based more on critical

thinking skills whereby learners are encouraged to pursue individual means for their own
 Values and a culture of collaboration 3

learning, then this could lead to a degree of cognitive dissonance or “the mental conflict that

occurs when beliefs or assumptions are contradicted by new

information” (Encyclopedia Britannica, 2009). The way in

which this cognitive dissonance is handled will depend on how

implicit or explicit the differences in educational philosophies

are and whether the pursuit for change is occurring is a top-down

or bottom-up fashion.

Clearly, having differences in educational philosophies

within a school that are not well-communicated or even realized for that matter are destined to

create more contention between all stakeholders. The best approach is to make these differences

as explicit as possible. Schools that have a well-defined and shared mission (i.e., reality) and

vision (i.e., ideal) statement are in a better position to deal with cognitive dissonance. A shared

mission and vision statement implies a bottom-up approach and not one that is imposed on

teachers by administrators. As a result, stakeholders feel a personal investment in working

towards a vision they helped to create.

Collaboration among all stakeholders, administrators and teachers in particular, is best

served when various forms of supportive supervision are recognized. Gupton (2003) identifies

five different forms of supportive supervision as follows: a) “cooperative clinical supervision, b)

collegial coaching, c) collegial study groups, d) individualized, mediated entry programs, and e)

self-directed development activities” (see Appendix) (p. 107). Regardless of the form of

supportive supervision a school adheres to, the notion of formative change continues to be at the

forefront. The Downey walk-through (2004) is another example that takes a formative approach
 Values and a culture of collaboration 4

in promoting reflective practice that is shared with other faculty members. Instead of judging

teaching practice by looking back on a particular performance, formative assessment in

supervisory practice looks at how past performance can be modified, revised, and enhanced so

that future teaching practices can improve student achievement. For teachers, peer teaching,

reflection, and mentor programs are examples of how collaboration can foster forward-thinking

practices as well. Thus, supervision and instructional leadership responsibilities are distributed

among administrators and faculty based on ability and authority, both of which require support in

order be fully achieved.

A collaborative community promotes improved processes in schools by adopting a

common set of values. Sergiovanni (2005) puts forth the following four core values that are

necessary in any learning community: “hopefulness, trust, piety, and civility” (p. 77). Being

hopeful and optimistic advances realistic expectations that are based on sound conditions.

Relational trust pushes for the creation of relationships among faculty and administrators that

allows participants to take chances without fear of subsequent consequences. Having a sense of

duty, being respectful, and being loyal (i.e., piety) also require a level of civility whereby

diversity is encouraged while at the same time not marginalizing those with opposing views.

Balancing these four values within a learning community begets an environment that links

instruction and assessment such that administrators, teachers, and students are then able to work

through the means, ways, and ends towards a more productive community of practice.

Leadership and rationality are of great importance when working with a mission

statement, vision statement, and a value set in schools. Shulman (1989) classifies human

rationality into the following three areas:

 Values and a culture of collaboration 5

1. “Humans are rational; they think and act in a manner consistent with their goals, their self

interests, and what they have been rewarded for.

2. Humans are limited in their rationality; they can make sense of only a small piece of the

world at a time and they strive to act reasonably with respect to their limited grasp of

facts and alternatives.

3. Humans are rational only when acting together; since individual reason is so limited, men

and women find opportunities to work jointly on important problems, achieving through

join effort what individual reason and capacity could never accomplish” (as cited in

Sergiovanni, 2005, p. 37).

Sergiovanni (2005) stresses that ends, ways, and means – in that order – apply more to humans

as rational (option #1), whereas humans as limited in rationality (options #2 & #3) work in

reverse: means, ways, and ends – in that order. He supports the notion of offering the social

capital needed in order for teachers to develop the means and ways in pursuit of corresponding

ends. This approach has various implications when put into practice.

Working with teachers in developing a mission and vision statement is a good way to

build consensus in why the school exists (i.e., mission statement) and what the school is to

become (i.e., vision statement). The shared values (i.e., collective commitments) that teachers

incorporate into their everyday practice relates to how their actions, behaviors, and commitments

will close the gap between their vision and the current reality. In closing this gap, teachers must

have the social capital needed for them to develop and choose between the best means and ways

for developing their own personal goals. For example, teachers may need training on digital

media like wikis, blogs, aggregators, podcasting, social networking sites, etc. in order them to
 Values and a culture of collaboration 6

decide which ways are most appropriate for them in developing their own personal learning

environment (PLEs). To motivate teachers to pursue their own PLE, they need to see some value

in it, so there will need to be examples set out from the beginning clearly illustrating the benefits

of creating a PLE (i.e., networking with other teachers, increasing knowledge, improving

pedagogical skills, and transferring PLEs to the classroom).

In summary, building a collaborative community in schools is best served when key

values such as hopefulness, trust, piety, and civility are exercised. Closing the gap between the

ideal and reality is an ongoing effort towards school improvement that celebrates diversity and

opposing viewpoints through consensus building practices. Teachers who are given the support

and choice for determining the means and ways are in a better position to achieve their respective

ends (i.e., goals) because there is a level of choice based on personal interests, needs, and

learning preferences. A balance between communities of practice and institutionalized

collaborative cultures recognizes teacher individuality and autonomy while at the same time

working towards collective goals (Sergiovanni, 2005) which are congruent with a shared vision.

Metaphorically, a mosaic that depicts a single image from afar is actually made up of individual

pictures that are distinct but necessary in creating the final impression. In Siemen´s (2008)

words, the self is not created, but shaped and expressed through socialization.
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References

Answers.com. (2009). Retrieved on January 10, 2009. from

http://www.answers.com/topic/melting-pot

Downey, C., Steffy, B., English, F., Frase, L, and Poston, W. (2004). The three-minute
classroom walk-through: Changing school supervisory practice one teacher at a time.
Thousand Oaks, CA: Corwin Press. Inc.

Encyclopedia Britannica. (2009). Retrieved on January 10, 2009 from

http://www.britannica.com/EBchecked/topic/124498/cognitive-dissonance

Gupton, S. (2003). Instructional leadership toolbox: A handbook for improving practice.

Thousand Oaks, CA: Corwin Press Inc.

Siemens, G. (October, 5, 2008). Groups and networks. Retrieved on January 10, 2009 from
http://elearnspace.org/media/CCK08_Wk5/player.html

Sergiovanni, T. (2005). Strengthening the heartbeat: Leading and learning together in schools.
San Francisco, CA: Jossey-Bass.

Wiles, J. and Bondi, J. (2007). Curriculum development: A guide to practice. Upper Saddle
River, NJ: Pearson.
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Appendix

a) Cooperative clinical supervision. Teacher and supervisor (or master teacher) work

together to establish goals, plan observations, and perform follow-up conferences.

Administrators and teachers should become skilled in observing, analyzing, and conferencing for

improvement. These can be intimidating processes, but tackled head on by the whole faculty,

they can become valuable tool for improving teaching and sharing the expertise among the staff.

This form of supervision is intensive and reflective, and requires in-depth dialoguing to be

maximized. Short-circuiting the complexity of the elements of good clinical supervision can

reduce it to a robotic process – something that is more a liability than an asset.

b) Collegial coaching. A master teacher teams with a novice or veteran teacher needing

assistance with an identified pedagogical skill.

c) Collegial study groups. Small groups of teachers (may also include administrators) work

toward the accomplishment of a shared professional development goal.

d) Individualized, mediated entry programs. Long-term, team-based, tailored support

systems are established for new teachers (e.g., may include several years of close mentoring,

nurturing, and support before the teacher is assigned a full load of students; team-based support

available; plenty of coaching and opportunities to work with master teachers and administrators

provided).

e) Self-directed development activities. Teachers audio or videotaped themselves (or work

with a colleague) for self-analysis and follow that by reflections in a journal or log leading to

plans for improvement. Teachers may dialogue with colleague(s) and draw on feedback from

students and parents to incorporate their own improvement plans. Professional reading and
 Values and a culture of collaboration 9

reflecting and attending professional conferences are also conducted.