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In large numbers of schools,and for long periods of time, teachers are colleagues in name only. They work out of sight and hearing of one another, plan and prepare their lessons and materiaIs alone, and struggle on their own to solve most of their instuctional, curricular and management problems. Against this almost uniform backdrop of isolatedowrk, some schools stand out for their professional relationship they foster among teachers. These schools, more than others, are organized to permit the sort of reflection. . . that has been largely absent from professional preparation and professional work in schools. For teachers in such schools, work involves colleagueshiop of a more substantial sort. Recognition and satisfaction stem not only from being a masterful teacher, but also from being a member of a masterful group. -Judith Warren Little in //Data Driven Dialogue// p. ix

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