They reflect inherent features of teaching itself and of teachers themselves--tendencies that are not only natural, but in key ways crucial to success with students. The forging and sustaining of a truly collegial, collaborative ethos in a faculty means confronting deeply embedded structural and personal challenges. To flourish, collegiality requires a foundation of "shared commitment to appropriate candor in the service of collective growth.
As with so much else in education, the building of true collegiality is a journey, an ongoing exploration of teaching and learning. Teachers who embark on this journey have a real chance to learn new ways of looking at themselves and their work and to broaden their view and deepen their craft--and, thus, enrich not only the quality of their teaching and of their students' learning, but of their lives together.
Contains 9 notes. National Association of Independent Schools. Leadership in a collegial organization means spreading the wealth by maximizing resources such as knowledge and experience.
Finally, to achieve collegiality leaders must create space for innovation, inquiry and creativity. That means giving staff time to be collegial. Skip the department meetings. Instead create space where ideas are shared and problems are solved. To do this, some items must be taken of the plate of educators. These steps to collegiality must be taken again and again; they have to be reworked and reapplied in different unique ways to keep a communal school culture thriving.
The more interconnected a system, the more ownership those involved will take; the system becomes empowering rather than corrective, investing rather than counteractive, and effective rather than simply agreeable. After all, nice and pleasant may get you a fake smile and a middle finger at your back as you walk away; collegial will get you investment from staff and stock in productivity. I applaud this post! It took me a good ten years working as an elementary teacher to articulate the frustration I was feeling.
Priorities of congeniality over a group of people working toward a common goal —colleguiality— plagues elementary schools. May ten years ago while working in Paraguay, after a counter productive faculty meeting, I ran to the old Websters in the library and looked up both words.
My comments were well received. Most dictionaries define collegiality as the sharing of power and authority equally between colleagues, with the origin of the word traced back to to describe the collective sharing of power between bishops in the Roman Catholic Church.
It also means belonging to a college or university. Collegial does not mean "good behaviour," "politeness" or "niceness. In , Crowe was a professor at the United College in Winnipeg. In a private letter, Crowe, who was the past secretary of the faculty association, remarked critically on faculty members fund raising for a board that had told the association that administration was none of the association's business.
He also had some interesting things to say about "preachers" and the "corrosive force of religion. Crowe had a reputation as a "troublemaker. At the prospect of being fired, Crowe wrote, " I am sure that the causes of job security and of academic freedom are the same In , CAUT had few policy statements or guidelines on how to deal with faculty colleagues who might not be the nicest of people.
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