Robert J. Garmston

In August 2020, when schools were plagued with uncertainties about opening, we talked with Juan, a middle school principal. He was exhausted after a full day of meetings with teacher and parent groups. Although we had planned to talk about the school’s intended professional development, we instead listened as he […]

Educators, more than in most professions, have an opportunity - actually, a responsibility - to practice and model constructive ways of disagreeing. We wish to frame the context for this obligation and suggest ways we can all get better at respectful disagreement. To disagree well, one first must listen. Listening […]

“But,” my father used to say with a burst of air after a long exposition on a topic. Then he would launch into a counterpoint to what he had just said. I loved his ability to examine ideas from various perspectives. I also realized that, in many contexts, the word […]

Professional communication lies at the heart of getting work done in schools. Educators communicate informally within and across disciplines, grade levels, departments, and schools. They talk in pairs and trios, in discussions that are spontaneous or planned. Through communication, teachers work to improve instructional practice and performance. They communicate to […]

I’ve just left Rome, and though I spoke through a trans- lator, I am very clear that emotion was being expressed in the room. Just as E.E. Cummings knew that feeling is integral to relationships, we know that the expression and recognition of feelings is a major factor in conversa- […]

School culture involves individuals’ collective beliefs, values, and propensities to act in certain ways. These beliefs, values, and propensities are both manifested in and shaped by the group’s conversations. A reasonable goal for grade-level or department teams and others work- ing to improve school culture, then, is to become competent […]

The purpose of collaborating is to achieve collective results that participants would be unable to accomplish working alone. Expected outcomes include shared objectives, a sense of urgency and commitment, a sense of belonging, open communication, mutual trust and respect, realizing complementary diverse skills and knowledge, intellectual agility, interdependence in framing goals and approaches, and individual latitude in […]

Creating a culture of inquiry rather than continuing to work in a culture of isolation represents a significant change within schools that must be supported. Systems successful in improving student learning are characterized by: Articulated norms and values; A focus on student learning; Reflective dialogue; Collaborative practices; and Deprivatization of […]

Sally Oxenberry was asked to facilitate the leadership team that meets weekly at her middle school and to help develop a spirit of collaboration. The school staff is organized into teams of five or six people. Oxenberry works with the team leaders. She had modeled collaborative practices such as paraphrasing but […]