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Mayflower Primary School is once again opening its doors and inviting the colleagues to join them for their next Journal Club which is taking place on Wednesday 17th January

Last months Journal club saw a packed room full of lively debate and critical engagement with the relevant research

This time, the focus is evaluating current practice

Our Latest Journal Club Review is Teacher Collaboration: A systematic review, Educational Research Review, Vol.15

November 2017

Yellow Block (Points raised):

What is a systematic review?
Is job satisfaction important in society, is this learnt at school?
Is there a correlation between collaboration and results?
Teachers should practice what they preach and model collaboration.
Teachers cooperate in order to find their own ideas that work.
What is meant by teacher collaboration?
Why is teacher collaboration challenging?
Who determines the valuable points of action?
Is a school not already a learning organisation?
Is anyone ever really prepared for the future?
What were the benefits?
What were the facilitating and hindering factors?
What are the opportunities for collaborative learning?

Conclusions and suggestions for the next journal:

The literature suggests that collaboration is not natural?

Red Block (points raised):

How do we become a team – performance of team greater than that of individuals?
How do we get to appoint where both classes are getting more than they would have had being two classes?
How many students are in the classes in the research?
Why is there a need to reimagine?
What is meant by 21st Century learning skills?
What are the barriers?
How do varying countries have differing pedagogies? Would the research from schools in Taiwan, Japan be relevant in New Zealand?

Conclusions and suggestions for next journal Club:

Is there research outside of education to support why teams are more effective?
Can we use the findings to create our own team group theory?

Blue Block (points raised):

How is the depth of collaboration measured?
What was the predefined selection criteria?
How did they measure the entititivity?
What are the opportunities for collaborative learning?
What are the benefits for students and teachers at the school?
What makes an issue important?
What attribute must you show to be a role model?
What is meant by narrative review?

Conclusions and suggestions for next journal:

What impact would team changes/disruption have on outcomes? How important is trust and respect within this context?
What evidence is there for collaborative planning/understanding?
What are the key systems to keep people/assessment in sync?
Team teacher/teaching – what is on the radar?
What about the need for adapting the environment setting (size, space, changes for different ages)?

Green Block (points raised):

Teacher collaboration plays an important role as it models collaboration/cooperative learning.
A team is an interdependent collection of individuals.
Teachers see themselves and are seen by others as a social entity embedded in one or more larger social system.
Success cannot be guaranteed with regard to teacher collaboration. What about, conflict, competitiveness, loss of autonomy, increased workload and conformity with the majority?
High degrees of collaboration result in excellent results.
What are the positive and negative consequences of good/bad collaboration?

Conclusions and suggestions for next journal:

Collaboration action points for each team. What will we try out on the ‘back foot’ of the journal club? Can we give a reflective presentation the following week?

Visitors (points raised)

There seems to be a hierarchy of collaboration, preservation, individualism, coordination, cooperation and sharing.
Collaboration embedded in organisations results in cooperative actions being undertaken.
Can a team be broken/fixed?
Teachers need to practice what they think.

Conclusions and suggestions for next journal

Collaboration that is deep and touches underlying beliefs is needed for change, improvement and influences opportunities.

ChOfsted (points raised by the children at their journal club):

Match personalities in teams.
Open the doors but teachers need to stay in their class.
When teachers work in teams with the doors open, more of them see our work.
More teacher swaps would be good for us and them.
Different teachers give different warnings, is this fair?
I prefer my teacher in my class but it is probably good for them to work in teams.
Teachers could collaborate by swapping classes and offering different skills, such as art.
Teams should mean longer sessions and harder subjects.
It is good for teachers to spend together out of school so they get on well.
I prefer it when we just work with our teacher, as it is easier for me to understand them.
Teacher should get to choose who they work with.
One teacher can take over but it is better when they work together.
Teams are good because one person might know about the subject and can lead it.
We get to know other teachers.
Teachers can work with groups.

Conclusions and suggestions for next journal:

Teacher choice.
How teachers work together.
More talk on different teaching methods.
More information please about how to run an enterprise.
Using the laptops to research.


1. Although we have and are developing a triad system for classroom delivery there is the want to explore more from literature about what can be learned from team teaching practices from the 1970s and 1980s?

2. How do we assess the impact of adults within the triads?

3. There is a clear interest in further exploring what is different/required from a 21st Century approach to teaching and learning, how this differs from the needs of the 20th Century and how in light of this we prepare children for a world of work not yet created/reimagined.

Next Steps for Next Journal Club…

Build into the sessions more about what can be taken away and worked on immediately. Start the following session with feedback about the differences this has made in the classroom and upon pedagogy.

Focus on evaluating current practice.

Each journal club to consist of interactive tasks based on classroom practice with focus on making marginal gains, small tweaks that affect practice immediately

Our next Journal will be:

We will be looking at parts of ‘Putting Evidence to Work: A School’s Guide to Implementation,’ EEF Guidance Report 2018:

We will start the meeting by reviewing the ‘small tweaks’ ideas we took back to the classroom after the last meeting

Previous Journals…

Journal Nov 17

Teacher collaboration: A systematic review

Katrien Vangrieken *, Filip Dochy, Elisabeth Raes, Eva Kyndt
Centre for Research on Professional Learning & Development, Corporate Training and Lifelong Learning, University of Leuven, Dekenstraat

Journal Oct 17

Journal of Initial Teacher Inquiry (2016). Volume 2

Interdisciplinary Team Teaching to Support Twenty-First Century Learning Skills

Danielle Buick

Te Rāngai Ako me te Hauora – College of Education, Health and Human Development, University of Canterbury, New Zealand

Classic further background reading for next Journal Club:

Hillage Report, Excellence in Research on Schools (University of Sussex: Institute for Employment Studies, 1998); and James Tooley and Doug Darby, Educational Research: A Critique (London: OFSTED, 1998).

“How Difficult Should Education Be?” Educational Theory 51, no. 4 (2001):385–400; Gert Biesta, “‘Mind the gap!’ Communication and the Educational Relation,” in No Education without Relation, eds. Charles Bingham and Alexander M. Sidorkin (New York: Peter Lang, 2004).

John Dewey, Human Nature and Conduct (1922), in John Dewey: The Middle Works, 1899–1924, vol. 14, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1983), 32

And more recently…

Making the Best Use of Teaching Assistants,