Andy Hargreaves is a research professor at Boston College and a visiting professor at the University of Ottawa. He is an elected member of the U.S. National Academy of Education. He is past president of the International Congress for School Effectiveness and Improvement, adviser in education to the first minister of Scotland, and former adviser to the premier of Ontario. Andy is cofounder and president of the ARC Education Project: a group of nations committed to humanistic goals in education. Andy’s more than 30 books have attracted 8 Outstanding Writing Awards. He has been honored for services to public education and educational research in the United States, the United Kingdom, and Canada. Andy is ranked by Education Week among the top 20 scholars with most influence on U.S. education policy debate. In 2015, Boston College gave him its Excellence in Teaching With Technology Award. Andy’s most recent book is Leadership From the Middle: The Beating Heart of Educational Transformation.The Age of Identity is the fifth book that Dennis and Andy have written together. Michael T. O’Connor is the director of the Providence Alliance for Catholic Teachers (PACT) program at Providence College in Providence, Rhode Island, USA. In this role, Michael teaches Master’s level courses, provides supervision and instructional coaching to the program’s teachers, and offers support to the program’s partner Catholic schools in the New England region. A former middle school English Language Arts (ELA) teacher and instructional coach, Michael received his Ph.D. in Curriculum and Instruction with a focus in literacy from the Lynch School of Education at Boston College. While working on his doctorate, he worked with Andy Hargreaves and Dennis Shirley on the Northwest Rural Innovation and Student Engagement (NW RISE) network project, which included supporting the work of the ELA group. His dissertation explored secondary students’ language choices in authentic, community-based writing activities and the ways in which teachers collaborated to support student writing across rural contexts.

In many countries, the preferred political strategy to raise standards in education is relentless competition: between students, teachers, schools and districts. On the whole, it isn′t working. There is a better way. One that works: collaboration. Human beings are intensely social creatures and much of what we can and do achieve comes from our capacity for working together. In this illuminating and highly practical book, Andy Hargreaves and Michael T O′Connor show why and how collaboration can and should be the real driver of educational transformation, for our students, teachers, and schools alike. An important and timely work for anyone with a genuine interest in making the changes that matter in schools.

• List of Abbreviations and AcronymsPrefaceAcknowledgmentsAbout the AuthorsPart I: Developing and Designing Collaborative Professionalism1. The Case for Collaborative ProfessionalismFrom Professional Collaboration to Collaborative ProfessionalismDesigning Collaborative ProfessionalismThe Culture and Context of Collaborative ProfessionalismMoving Toward Collaborative ProfessionalismMaking It Happen2. Moving Toward Collaborative ProfessionalismDeveloping Collaborative ProfessionalismDesigning Collaboration3. Open Class and Lesson StudyOpen Class TeachingOpen Class FeedbackOpen Class PlanningLesson StudyThe Four Bs of Collaborative ProfessionalismSummary4. Collaborative Curriculum Planning NetworksCollaboration in Rural EnvironmentsJob-Alike CollaborationFocus on EngagementThe ELA Job-Alike GroupNetwork DesignNetwork PrinciplesNetwork TechnologySummary5. Cooperative Learning and WorkingConsistency of CooperationContext of CooperationSummary6. Collaborative Pedagogical TransformationVision of Escuela NuevaLearning in Escuela NuevaTeachers in Escuela NuevaImpactDesignSummary7. Professional Learning CommunitiesThe First GenerationThe Second GenerationFrom Second to Third GenerationThe Provincial SystemCollaborative Inquiry in OntarioSummaryPart II: Deepening Collaborative Professionalism8. Ten Tenets of Collaborative ProfessionalismCollective AutonomyCollective EfficacyCollaborative InquiryCollective ResponsibilityCollective InitiativeMutual DialogueJoint WorkCommon Meaning and PurposeCollaborating With StudentsBig Picture Thinking for AllSummary9. The Four Bs of Collaborative ProfessionalismBeforeBetwixtBesideBeyondSummaryMoving From Professional Collaboration to Collaborative ProfessionalismPart III: Doing Collaborative Professionalism10. Doing Collaborative ProfessionalismWhat Should We Stop Doing?What Should We Continue Doing?What Should We Start Doing?Last WordsIndex

Andy Hargreaves is a research professor at Boston College and a visiting professor at the University of Ottawa. He is an elected member of the U.S. National Academy of Education. He is past president of the International Congress for School Effectiveness and Improvement, adviser in education to the first minister of Scotland, and former adviser to the premier of Ontario. Andy is cofounder and president of the ARC Education Project: a group of nations committed to humanistic goals in education. Andy’s more than 30 books have attracted 8 Outstanding Writing Awards. He has been honored for services to public education and educational research in the United States, the United Kingdom, and Canada. Andy is ranked by Education Week among the top 20 scholars with most influence on U.S. education policy debate. In 2015, Boston College gave him its Excellence in Teaching With Technology Award. Andy’s most recent book is Leadership From the Middle: The Beating Heart of Educational Transformation.The Age of Identity is the fifth book that Dennis and Andy have written together. Michael T. O’Connor is the director of the Providence Alliance for Catholic Teachers (PACT) program at Providence College in Providence, Rhode Island, USA. In this role, Michael teaches Master’s level courses, provides supervision and instructional coaching to the program’s teachers, and offers support to the program’s partner Catholic schools in the New England region. A former middle school English Language Arts (ELA) teacher and instructional coach, Michael received his Ph.D. in Curriculum and Instruction with a focus in literacy from the Lynch School of Education at Boston College. While working on his doctorate, he worked with Andy Hargreaves and Dennis Shirley on the Northwest Rural Innovation and Student Engagement (NW RISE) network project, which included supporting the work of the ELA group. His dissertation explored secondary students’ language choices in authentic, community-based writing activities and the ways in which teachers collaborated to support student writing across rural contexts.

In many countries, the preferred political strategy to raise standards in education is relentless competition: between students, teachers, schools and districts. On the whole, it isn′t working. There is a better way. One that works: collaboration. Human beings are intensely social creatures and much of what we can and do achieve comes from our capacity for working together. In this illuminating and highly practical book, Andy Hargreaves and Michael T O′Connor show why and how collaboration can and should be the real driver of educational transformation, for our students, teachers, and schools alike. An important and timely work for anyone with a genuine interest in making the changes that matter in schools.

• List of Abbreviations and AcronymsPrefaceAcknowledgmentsAbout the AuthorsPart I: Developing and Designing Collaborative Professionalism1. The Case for Collaborative ProfessionalismFrom Professional Collaboration to Collaborative ProfessionalismDesigning Collaborative ProfessionalismThe Culture and Context of Collaborative ProfessionalismMoving Toward Collaborative ProfessionalismMaking It Happen2. Moving Toward Collaborative ProfessionalismDeveloping Collaborative ProfessionalismDesigning Collaboration3. Open Class and Lesson StudyOpen Class TeachingOpen Class FeedbackOpen Class PlanningLesson StudyThe Four Bs of Collaborative ProfessionalismSummary4. Collaborative Curriculum Planning NetworksCollaboration in Rural EnvironmentsJob-Alike CollaborationFocus on EngagementThe ELA Job-Alike GroupNetwork DesignNetwork PrinciplesNetwork TechnologySummary5. Cooperative Learning and WorkingConsistency of CooperationContext of CooperationSummary6. Collaborative Pedagogical TransformationVision of Escuela NuevaLearning in Escuela NuevaTeachers in Escuela NuevaImpactDesignSummary7. Professional Learning CommunitiesThe First GenerationThe Second GenerationFrom Second to Third GenerationThe Provincial SystemCollaborative Inquiry in OntarioSummaryPart II: Deepening Collaborative Professionalism8. Ten Tenets of Collaborative ProfessionalismCollective AutonomyCollective EfficacyCollaborative InquiryCollective ResponsibilityCollective InitiativeMutual DialogueJoint WorkCommon Meaning and PurposeCollaborating With StudentsBig Picture Thinking for AllSummary9. The Four Bs of Collaborative ProfessionalismBeforeBetwixtBesideBeyondSummaryMoving From Professional Collaboration to Collaborative ProfessionalismPart III: Doing Collaborative Professionalism10. Doing Collaborative ProfessionalismWhat Should We Stop Doing?What Should We Continue Doing?What Should We Start Doing?Last WordsIndex

Andy Hargreaves is a research professor at Boston College and a visiting professor at the University of Ottawa. He is an elected member of the U.S. National Academy of Education. He is past president of the International Congress for School Effectiveness and Improvement, adviser in education to the first minister of Scotland, and former adviser to the premier of Ontario. Andy is cofounder and president of the ARC Education Project: a group of nations committed to humanistic goals in education. Andy’s more than 30 books have attracted 8 Outstanding Writing Awards. He has been honored for services to public education and educational research in the United States, the United Kingdom, and Canada. Andy is ranked by Education Week among the top 20 scholars with most influence on U.S. education policy debate. In 2015, Boston College gave him its Excellence in Teaching With Technology Award. Andy’s most recent book is Leadership From the Middle: The Beating Heart of Educational Transformation.The Age of Identity is the fifth book that Dennis and Andy have written together. Michael T. O’Connor is the director of the Providence Alliance for Catholic Teachers (PACT) program at Providence College in Providence, Rhode Island, USA. In this role, Michael teaches Master’s level courses, provides supervision and instructional coaching to the program’s teachers, and offers support to the program’s partner Catholic schools in the New England region. A former middle school English Language Arts (ELA) teacher and instructional coach, Michael received his Ph.D. in Curriculum and Instruction with a focus in literacy from the Lynch School of Education at Boston College. While working on his doctorate, he worked with Andy Hargreaves and Dennis Shirley on the Northwest Rural Innovation and Student Engagement (NW RISE) network project, which included supporting the work of the ELA group. His dissertation explored secondary students’ language choices in authentic, community-based writing activities and the ways in which teachers collaborated to support student writing across rural contexts.

In many countries, the preferred political strategy to raise standards in education is relentless competition: between students, teachers, schools and districts. On the whole, it isn′t working. There is a better way. One that works: collaboration. Human beings are intensely social creatures and much of what we can and do achieve comes from our capacity for working together. In this illuminating and highly practical book, Andy Hargreaves and Michael T O′Connor show why and how collaboration can and should be the real driver of educational transformation, for our students, teachers, and schools alike. An important and timely work for anyone with a genuine interest in making the changes that matter in schools.

• List of Abbreviations and AcronymsPrefaceAcknowledgmentsAbout the AuthorsPart I: Developing and Designing Collaborative Professionalism1. The Case for Collaborative ProfessionalismFrom Professional Collaboration to Collaborative ProfessionalismDesigning Collaborative ProfessionalismThe Culture and Context of Collaborative ProfessionalismMoving Toward Collaborative ProfessionalismMaking It Happen2. Moving Toward Collaborative ProfessionalismDeveloping Collaborative ProfessionalismDesigning Collaboration3. Open Class and Lesson StudyOpen Class TeachingOpen Class FeedbackOpen Class PlanningLesson StudyThe Four Bs of Collaborative ProfessionalismSummary4. Collaborative Curriculum Planning NetworksCollaboration in Rural EnvironmentsJob-Alike CollaborationFocus on EngagementThe ELA Job-Alike GroupNetwork DesignNetwork PrinciplesNetwork TechnologySummary5. Cooperative Learning and WorkingConsistency of CooperationContext of CooperationSummary6. Collaborative Pedagogical TransformationVision of Escuela NuevaLearning in Escuela NuevaTeachers in Escuela NuevaImpactDesignSummary7. Professional Learning CommunitiesThe First GenerationThe Second GenerationFrom Second to Third GenerationThe Provincial SystemCollaborative Inquiry in OntarioSummaryPart II: Deepening Collaborative Professionalism8. Ten Tenets of Collaborative ProfessionalismCollective AutonomyCollective EfficacyCollaborative InquiryCollective ResponsibilityCollective InitiativeMutual DialogueJoint WorkCommon Meaning and PurposeCollaborating With StudentsBig Picture Thinking for AllSummary9. The Four Bs of Collaborative ProfessionalismBeforeBetwixtBesideBeyondSummaryMoving From Professional Collaboration to Collaborative ProfessionalismPart III: Doing Collaborative Professionalism10. Doing Collaborative ProfessionalismWhat Should We Stop Doing?What Should We Continue Doing?What Should We Start Doing?Last WordsIndex