Featured/Invited
The Power of Collaboration: Building Networks, Connecting Educators
Featured Session
Collaboration is at the core of professional growth. As we engage in collaboration, we are promoting negotiation of personal and professional goals, and embarking on the journey itself. Collaboration can include sharing, exploring, and supporting; this results in creating new learning experiences for educators that translate into the best experience in the classroom. This presentation will describe how collaboration contributes to build networks and bridges of professional development, how it serves the purpose of creating engaging lessons, promoting collaborative research, and leading projects as well as building trust. It will provide examples of collaboration among teachers for teaching and professional development. Participants will leave with a set of examples and ideas that can easily be adapted to their own contexts, considering their own realities.
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Grazzia María Mendoza Chirinos Education Specialist at USAID Honduras manages and designs education projects to support the Ministry of Education for access, quality, and safe learning spaces. Language educator for 28 years, is a consultant and teacher trainer. Holds a M.Ed. in international education, M.A. in TESOL. Has held a variety of positions in K-12, Higher Education, trained teachers in different parts of the world since 2008. US State Department Alumna recognized for project development for teachers. Recognized by TESOL International Association for scholarship and service: Virginia French Allen Award. Research interest includes CALL, CBLT and Methodological Improvements for PD. She is the founder and former President HELTA TESOL in Honduras, former President of Latin America and Caribbean TESOL, and Member of TESOL International Association Board of Directors 2019-2022, serving as Chair of the Finance Committee 2021-2022.
Some references that could be useful!
https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.13146
Baker-Doyle, K.J. & Yoon, S.A. (2010). Making expertise transparent: Using technology to strengthen social networks in teacher professional development. In A.J. Daly (Ed.), Social network theory and educational change (pp.115-126). Cambridge, MA: Harvard Press.
Coburn, C.E., Russell, J.L., Kaufman, J.H., & Stein, M.K. (2012). Supporting sustainability: Teachers’ advice networks and ambitious instructional reform. American Journal of Education, 119, 137-182.
Cole, R.P. & Weinbaum, E.H. (2010). Changes in attitude: Peer influence in high school reform. In A.J. Daly (Ed.), Social network theory and educational change (pp. 77-96). Cambridge, MA: Harvard University Press.
Finnegan, K.S. & Daly, A.J. (2012). Mind the gap: Organizational learning and improvement in an underperforming system. American Journal of Education, 119, 41-70.
Frank, K.A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: Application to the implementation of computer technology in schools. Sociology of Education, 77 (2), 148–171.
Penuel, W.R., Riel, M., Joshi, A., Pearlman, L., Kim, C.M., & Frank, K.A. (2010). The alignment of the informal and formal organizational supports for reform: Implications for improving teaching in schools. Educational Administration Quarterly, 46 (1), 57-95.
Penuel, W.R., Sun, M., Frank, K.A., & Gallagher, H.A. (2012). Using social network analysis to study how collegial interactions can augment teacher learning from external professional development. American Journal of Education, 119, 103-136.