Collaborative professionalism in US National Blue Ribbon Schools

ABSTRACT

This study examined collaborative practices in US National Blue Ribbon Schools (NBRS). The study aimed to determine how teachers in these highly successful schools collaborate and how school leaders support teacher collaboration. This study extended earlier research on NBRS’ collaboration. Data consisted of interviews with 19 principals and teacher leaders representing 10 NBRS in four different US regions, in addition to their schools’ applications to the program. Frameworks for collaboration in schools, as well as prior research on NBRS’ collaborative efforts guided analysis. Results included themes of leadership providing supportive autonomy, teachers engaging in collective work versus isolation of practice, and relationships and enjoyment undergirding a supportive culture. Further, school leaders provided logistical and cultural supports for teacher collaboration. As a result, these schools exhibited rich collaboration and manifestations of positive, meaningful social capital and collaborative professionalism, including collective autonomy.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jeremy D. Visone

Jeremy D. Visone is a faculty member in the Department of Educational Leadership & Instructional Technology at Central Connecticut State University in the United States. Dr. Visone's research interests include structures for educator collaboration, teacher evaluation, teacher leadership, and problem-solving skill development for aspiring educational leaders. He can be reached at [email protected].