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Collaboration in Schools: Creating Solutions to Complex Problems
| Content Provider | Semantic Scholar |
|---|---|
| Author | Steelmon, Wendy |
| Copyright Year | 2008 |
| Abstract | Although the concept of cooperative teams is not a new one, Transformational Leadership is bringing collaboration back to the spotlight in the world of education. In this approach, the principal becomes a facilitator, teachers become professional colleagues, students are motivated by the mere joy of learning, and parents and the local community increase their involvement as stewards, resulting in the involvement of all stakeholders in the complex problem solving issues of the school. Collaboration requires trust and support among these team members and, though it takes time, yields much more effective schools and productive students. The primary function of a school is improvement of learning by those students entrusted to us. But what are the components of improved learning? How do schools achieve this function when students arrive with significant differences in their foundation? Who decides on the course of action that the school will take to achieve this lofty goal? In traditional educational environments, Transactional Leadership prevails, maintaining the autocratic, directive-oriented approach (Bass, 1990). Here, the primary authority rests with the principal, and teachers perform assigned tasks in exchange for an agreed upon reward such as merit pay for increased performance, positive reinforcement for quality work, etc. In the absence of completion of assignments or lack of compliance with directives, corrective action is taken by the Transactional Leader. This style of leadership fails to create collective vision, fails to instill commitment to change, and ultimately demonstrates a severely limited view of human potential (Friedman, 2004). Conversely, in Transformational Leadership, emphasis is placed on a collaborative, team concept. In education, this approach involves creating partnerships with students, parents, teachers, administration, and the community. According to Bass (1990), the Transformational Leader cultivates an environment where all stakeholders share purpose and vision, embrace enduring greatness, raise one another to higher levels of motivation and celebrate success (Friedman, 2004). However, without transformation and major systemic changes, these partnerships and teams will be superficial in nature (Sharpe & Templin, 1997), existing only as a requirement by the “powers that be.” Collaboration shifts the power away from the role of principal as manager found in Transactional Leadership. As he engages in a transformational approach, the central authority is seen as facilitator, educator, and steward. This shift in the structure of the school decreases the competitiveness often seen among faculty as it generates trust, cooperation, and widespread willingness to learn. Teachers become major contributors to the school community, fully aware that their work has value and significance to those outside of the classroom. Leadership is then recognized as residing in many people and shows itself in a number of ways (Walker, 1994). The term “classroom teacher” becomes obsolete as the |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://csuepress.columbusstate.edu/cgi/viewcontent.cgi?article=1169&context=pil |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
