Collaborative Cultures and Communities of Practice

Autor/in	Sergiovanni, Thomas J.
Titel	Collaborative Cultures and Communities of Practice
Quelle	In: Principal Leadership, 5 (2004) 1, S.48-52 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Personal Autonomy; Cooperative Planning; Organizational Development; Case Studies; Program Descriptions; High Schools; Transformational Leadership; Organizational Effectiveness; Educational Practices; Collegiality; Illinois + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Organisationsentwicklung; Case study; Fallstudie; Case Study; High school; Oberschule; Unternehmenserfolg; Bildungspraxis; Kollegialität
Abstract	In an organizationally competent school, everyone has a role that defines his or her obligations and everyone is part of a reciprocal relationship that spells out mutual obligations. Reciprocal role relationships enable informal communities of practice to bubble up and institutionalized collaborative cultures to trickle down. When such informal communities of practice and institutionalized collaborative cultures are joined, schools achieve the desired balance between individual autonomy and collaborative work. When a school achieves a balance between individual autonomy and collaborative work, it can harness all of its intelligence, creativity, and leadership to solve problems and be successful. This article describes how Adlai Stevenson High School in Lincolnshire, Illinois, strikes the right balance between individual autonomy and collaborative work to improve teacher effectiveness and be an effective place for students to learn. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10