Leading Professional Development in Education Edited by Bob Moon, John Butcher and Elizabeth Bird TheOpen in association with University London and New YorkFiese published 2000 by RautledgeFsimer TI New Fetcer Line, London EC4P 466 Simultaneously published in the USA and Canada by Reutledgeraimer Bp West Jath Sereet, New York, NY 10001 eutiedgeFamer ison imprint ofthe Tayar & Frones Group {© 2000 Compilation, orginal and editorial matter-The Open Universicy “Typeset in Garamond by Steven Gardiner Led, Cam Prlsced and bound in Gront Briain by Bidles Lid, Gilford and Kings Lynn [Al rights reserved. No part ofthis book may be roprinted or reproduced or oad in ay form or by any electronic, mechanical, or other means, now Uidtm or nefeator inenced including photocopying and racording, or in sap lociasionszorage or retrieval system, wut permission in writing fram the polishers. British ibrory Cataloguing in Publicotion Date I eslogue record for ths book fe available from the Bricish Library LUbrory af Congr Colin in Publicction Dato Lasding professional development in education / edited by Bob Moon, John Burcher, and Elsabeeh Bird Includes bibliographical references and index. [’Seschers~Incervicetraeig. 2 Educational leadership 2. Educational change. | Moon. Bob, 1945" Hl Buteher john, 1956 Il Bid, Eizabesh, 1958- Lglaattea4 2001” 00-055224 Haat IsBn 0-415-24382-3 (PB) ISBN 0-415.24381-5 (HB) Contents List of figures List of ables Prefice Acknowledgements Introduction 1 The changing gets profesional deveopmenin SECTION | Orientations 2 What do new views of knowlege and thinking have co 3 about research on teacher learning? * " 3 Getting to seale with good educational practice SICHARD F ELMORE . SECTION 2 Models of leading professional development 4 School leadership: some key ideas 5 Leadership for le JOHN wesT-BURNHA 1g Fe-engincering ‘mind sets ul 30 5 rcNo” Leasing professions! development in education References Fallan, M, and Hargraves, A. (1992) What Worth Fgh fir in Wor Sool? Wiking “Taga for Inpronement,Backinghar: Open Unive. id Rage, End Gara Sia M (1993) Grape en ar Ogarizaconen Madd: Edens Hloplins, D. Aicom, M. and Wes, M, (1994) Sito! Improvement inn Er of Changs Tondoe: Cas Maclin Cr a af (1996) "Educational inowons as suff development ax calunive pose British ow of be Sei Enetion 220), 85-20 Chapter II Teams John West-Burnham ‘This ican edited version of a chapter previously published in ‘Monaging Quality ip Schools, Harlow: Longman, 1992. Introduction ‘A team is quali group, Almost ll organisations and schools in particular, create teams asthe mujor vehicle for organising work. However, there ia substantial gap becwees labeling a group a team and creating an effective work team chat i blero function in coal qualicy envionment. Too often teamsare exablshed and expected to operate simply by virwe of having delegated tasks ~ ile consideration is given to the way in which the tam aceually functions. Designing anl developing teams ls rely toon a8 a priory in schools. They are ceaced by virtue of knowledge, experience and sats, nor bythe ability ofthe individuals t9 work collaboratively. The purpose ofthis article i to examine the significance of teas, the characteristics of elective teams, seam building team development. The significance of teams , Effcive reams have come to be seen at one of the crucial characeisics of ‘quality organisations and, equally significantly, one ofthe most powerful exalyacs in an organisation for implemencing change. As Katenbach and Smith (1993) In any scuation quiring dhe real cme combinacon of multiple sil, experi ‘ence and judgement, a team inevitably gets bower results chan a collection of Teame are more Herbie... reams are more productive than groups... Teams and pesformance are an unbeatable combination. (15)