This qualitative study of three Head Start Centers
analyzed surveys, interviews, and focus group data to determine
how education coordinators, teachers, and teacher assistants
believed professional development activities could
support teamwork at their centers. The researchers sorted data
related to teamwork into four categories: knowledge and
understanding of teachers’ trajectories, how teachers referred to
one another, frequency and quality of communication, and
evidence of shared philosophy.Aclimate of trust, respect, open
communication and clear organization emerged as important
for the risk taking necessary for teachers to learn together. This
climate depended on leadership that was willing to take on
challenges, innovate, and make room for teacher autonomy.
Teamwork thrived in a program that purposely built relationships
among staff through opportunities for communication,
the development of a shared philosophy, and the possibility of
being known and feeling known by colleagues and supervisors.
When administrators solicited and used teachers’ feedback
about professional development, the teachers felt themselves a
valued part of the teaching community.
Keywords Teamwork  Professional development 
Head Start  Leadership

J257

370.15-meghan

Perpustakaan FITK Pusat

Tersedia

• Moving Toward Teamwork Through Professional Development Activities

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