1. Collaborative Teacher Development Book Studies By: Jennifer
Hillman
2. Collaborative Teacher Development Common Types Teacher Study
Groups Whole Faculty Study Groups Book Studies Why is collaborative
teacher development important? Engaging in collaborative activities
can lead to positive effects on collaboration, teaching, and
schooling in general. (Levine and Marcus, 2010)
3. Book Studies Great for small groups of teachers Promote
conversations among school professionals Greater understanding
leads to application and refining of skills May focus on teaching
practices, changes, or challenges Follow Phi Delta Kappa
Educational Foundations 5 steps to establish book study.
4. Step 1: Form Book Study Group Participation should be
voluntary and inclusive Seek out potential members Meetings should
be less than an hour Have consistent meeting time and location
5. Step 2:Choose a Book and an Objective Book selected should
support the objective of the group Members can bring book
suggestions
6. Step 3: Decide How to Read the Book Reading can be divided
by chapters or sections Should meet twice per month to keep things
fresh Book Study 3:00 Library Book Study 3:00 Library
7. Step 4: Read and Discuss the Book Discuss and analyze book
and how it relates to the classroom Opportunity to share thoughts,
ask questions and learn from others Participants may want to use a
journal and bring to meeting
8. Step 5: Evaluate the Book & Plan for Future Book Study
What do we do with this information? Should others read this book?
What follow-up or support will be needed? What data can we use to
examine the impact on learning? What other books on this topic
might be helpful?
9. Role of the Principal Set aside time for the book study
group to meet together May use faculty meeting time instead Promote
book study by having teachers share Enlist parent support to obtain
books Create a inviting space for teachers to meet
10. Creekside Middle School, located in an urban area of
Georgia, began book studies to address the changing and sometimes
challenging needs of its students. Students were unmotivated to
learn, leading the administrator to seek out resources that would
assist teachers. The administrator began reading Teach Me: I Dare
You and thought it could be a source of guidance for teachers at
his school. Teachers began meeting with the principal on a
voluntary basis for a book study. Because of its success the school
began to offer multiple book studies for teachers to sign up for
one they want to read. Book Study Success Zepeda, S.J. (2012).
Professional Development: What Works. Larchmont, NY: Eye On
Education