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Leading Collaborative Learning

Empowering Excellence
First Edition
By: Lyn Sharratt, Beate Planche

Foreword by Jim Knight, Introduction by John Hattie, and Afterword by Michael Fullan

This resource-rich guide to collaborative learning and leadership provides a strategic path to achieving sustainable communities of deep learners. Includes research-proven inquiry techniques and more!

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781483368979
  • Published By: Corwin
  • Year: 2016
  • Page Count: 320
  • Publication date: March 02, 2016

Price: $39.95

Price: $39.95
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Leadership, collaborative learning, and student achievement – discover what works!

Today’s improving school systems require educators who intentionally collaborate and co-learn in service of students to get expected results. This resource-rich book from experts Sharratt and Planche is a straightforward, strategic path to achieving sustainable communities of deep learners. Research-proven inquiry techniques, vignettes, case studies and practical action-oriented protocols help you build strong learning relationships for high-impact student achievement.

System leaders, principals and teachers learn to:

  • Integrate diverse views and perspectives
  • Build trust and hear every voice
  • Apply a replicable inquiry framework to leverage key resources and processes
  • Build students’ cognitive, interpersonal, and intrapersonal skills
  • Use “Assessment-in-Action” to improve, monitor and sustain student and staff progress
  • Build a collaborative culture through learning together

Use this guide to transform your school from a place of ‘good intentions’ to a center of intentional practice today!

“Is your school ready to learn to meet student needs as a team? If so, Leading Collaborative Learning: Empowering Excellence is the book to help your staff learn together in order to improve student learning.”
Renee Peoples, Teaching and Learning Coach
West Elementary, NC

“This is more than just another book on school leadership or school improvement. Collaborative learning is essential for success, and educators working in any capacity can find information here about how their role contributes to the process. From system leaders to school leaders to teachers to students, this book clearly explains the necessity of everyone’s participation in collaborative learning processes. As the authors state, participation in collaboration “is a powerful way to deepen educator capacity, to increase the value of the professional capital in the school, and to harness the power of the collective.”
Melanie Mares Sainz, Instructional Coach
Lowndes Middle School, VA

Key features

We recommend using a simple inquiry cycle as a learning frame that is replicable at the district, school, or classroom levels and we demonstrate that an inquiry stance requires collaborative, non-judgmental co-analysis and co-learning opportunities. We further outline the actions that leaders must consider to mobilize learning and sustain progress. The research that supports this book is developed from the work of Darling-Hammond, Knight, and especially John Hattie.

Each school as a strong community of learners evolves by building trust, sharing responsibility, and establishing high expectations for all learners – professionals and students alike. This is not unlike Hattie’s (2012, p. 6) discussion of 8 Mind Frames. The last one is especially critical here in relation to our work: “I am passionate about and promote the language of learning.”

This is not a theoretical piece but is very practical, offers plenty of examples and a model of action. Show
Chapter Two where the authors discuss their theory of action with its four elements which are: Assessing to Plan effectively, Planning to Act purposely, Acting to Make Sense thoughtfully and Making Sense of our work continually to Refine our practice and to Learn collaboratively.

The interviews will also yield rich examples for use and analysis.

Foreword by Jim Knight



Lyn Sharratt photo

Lyn Sharratt

Lyn Sharratt is a practitioner and researcher working in remote and urban settings worldwide. Lyn is an Adjunct Professor at the Ontario Institute for Studies in Education, University of Toronto, Canada; a Fellow at University of Melbourne, Australia; an author consultant for Corwin Press; an advisor for International School Leadership with the Ontario Principals’ Council; and consults internationally, working with system, school, and teacher leaders at all levels in Australia, Canada, Chile, New Zealand, the Netherlands, Norway, the United Kingdom, and the United States. Lyn focuses her time and effort on increasing each student’s growth and achievement by working alongside leaders and teachers to put FACES on their data, taking intentional action to make equity and excellence a reality for ALL students.

Visit www.lynsharratt.com for articles, video clips, podcasts; on Twitter: @LynSharratt; on Instagram: lyn_sharratt; and on LinkedIn where Lyn owns the “Educational Leadership” LinkedIn group made up of 99,000+ members.

Lyn’s authorship includes: Realization: The Change Imperative for Deepening District-Wide Reform (with Michael Fullan); Putting FACES on the Data: What Great Leaders Do! (With Michael Fullan); Good to Great to Innovate: Recalculating the Route, K-12+ (with Gale Harild); Leading Collaborative Learning: Excellence (with Beate Planche); CLARITY: What Matters MOST in Learning, Teaching and Leading (International Best-Selling Education Book in 2020); and Putting FACES on the Data – the 10th Anniversary Edition (with Michael Fullan).

Lyn is proud of the recent co-development of the CLARITY Learning Suite (CLS) - a web-based collaborative Professional Learning opportunity that mirrors CLARITY. Lyn and her team believe that ‘everyone’s a leader’, thus CLS provides guidance to Learning Leaders on how to do this work of system and school improvement – together – to make a difference for all students. Visit www.claritylearningsuite.com.

Beate Planche photo

Beate Planche

Beate Planche is an educational practitioner, consultant and researcher. Beate is a sessional instructor in Graduate Education for the University of Western Ontario, Canada. Through her consulting work, Beate provides research, consulting and coaching for educators in the areas of literacy programming, collaborative inquiry, and inquiry-based learning for students. Beate is a former Superintendent of Curriculum and Instructional Services in the York Region District School Board as well as a former Superintendent supervising schools, a principal, vice principal and a co-director of a private school. During Beate’s tenure as Superintendent of Curriculum and Instructional Services, the department she led served over 200 schools and 9,000 teachers through their work with Area Superintendents, area Learning Networks and their work with new teachers, and teachers seeking individual support. In her 20 years in educational administration, Beate has led in-service professional learning and has supported and mentored many new administrators, as well as curriculum and teacher leaders. Beate taught elementary as well as secondary students, spending a large portion of her career in Special Education working with students identified with learning disabilities. Beate has been an adjunct professor supporting teacher candidates for York University, has worked on contract with Ontario’s Literacy and Numeracy Secretariat, and, is presently on the Boards of Learning Forward-Ontario and the Character Community Foundation of York Region. Beate is the author of over 20 published articles and reviewed papers. Visit Beate at LinkedIn, on Twitter @bmplanche, or on her website www.beateplanche.com
Table of Contents

Table of Contents

List of Figures and Tables

Foreword by Jim Knight

Introduction by John Hattie



About the Authors

Chapter 1. Leading Collaborative Learning

Moving to Excellence

Guided by Research

Definitions Set the Stage

How We Lead Matters

Our Research

Broad Themes Emerging From the Research

Collaborative Learning Cultivates Leadership

The Impact of Collaboration on Student Learning

A Pause for Reflection

Chapter 2. From Theory Into Action

Conditions for System Success

Constructivism Frames Our Approach to Inquiry

Collaborative Learning Is Our Approach to Leading

Translating Our Theory of Action Into Four Practical Elements

The Impact of Collaboration on Student Learning

A Pause for Reflection

Chapter 3. System Leaders Working Alongside School Leaders

The Importance of System Leadership

Leadership With Attitude: From Collegiality to Co-Learning

Preparing Leaders to Lead Learning

Structures That Drive Learning

Applying Our Theory of Action

The Impact of Collaboration on Student Learning

A Pause for Reflection

Chapter 4. School Leaders Working Alongside Teacher-Leaders

Leadership for Student Achievement and Collaborative Learning

Five Dimensions of Leadership

Contextual Factors That Build Collaboration

Using Leadership Influence

Practical First Steps Enabling Collaborative Inquiry

The Strong Case for Accomplished Teacher-Leaders in Every School

Data That Matter

When Time Is an Issue, a System Leader or Principal Might . . .

Voices From the Field: A Case Study

Applying Our Theory of Action

The Impact of Collaboration on Student Learning

A Pause for Reflection

Chapter 5. Teachers Working Alongside Teachers

Unstructured and Structured Collaboration

Changing the “What” in Learning Conversations

Learning Protocols as Scaffolds to Successful Collaborative Inquiry

Applying Our Theory of Action

A Pause for Reflection

The Impact of Collaboration on Student Learning

Chapter 6. Teachers and Students Working Alongside Each Other

Teaching Is Evolving

What’s the Difference? Cooperative Learning, Collaborative Learning, and Co-Learning

Authentic Collaborative Learning Matters

Teachers as Stewards

Personalization and Differentiation Matters

Classroom Inquiry-Based Learning: A Timely Approach

Student-Led Learning Walks

Applying Our Theory of Action

A Pause for Reflection

Our Culminating Event

The Impact of Collaboration on Student Learning

Afterword by Michael Fullan


Appendix A. Survey Questions

Appendix B. A Protocol to Establish Norms of Engagement

Appendix C. Inhibiting and Enabling Conditions for Collaboration

Appendix D. Sample Collaborative Discussion Protocol

Appendix E. Benefits and Challenges of Networked Learning Communities

Appendix F. Guiding Questions for Leaders in the Establishment of a School Leadership Team

Appendix G. A Professional Learning Protocol: Sharing Student Work as a Driver for Co-Learning for Three to Four Participants

Appendix H. A Protocol for the Process of Co-Learning With and Without Release Time

Appendix I. Practical Beginnings to Inquiry-Based Teaching and Learning

Appendix J. Assessment Within Inquiry Processes

The Book Study


References and Further Readings




Price: $39.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.