There are many reasons why teachers need to be reflective practitioners... what works for you? A collaborative apprenticeship may help!

What works for better teaching and learning?




Cognitive apprenticeships: the individual perspective



Collaborative apprenticeships are professional learning relationships that exist between two or more peers: one who is more experienced in a specific set of skills or knowledge, and those who wish to learn about them. This process is also called 'peer coaching', and there are ample resources for this should you be interested in being qualified as a 'peer coach' (see Matt E).

In terms of pedagogical growth and diversity, collaborative apprenticeships can provide a useful framework for understanding our own progress through stages of capability in developing strong, engaging and reflective teaching practice.

If you would like to begin a collaborative apprenticeship with a fellow staff member, make sure that you:

  1. Set S.M.A.R.T. goals
  2. Nominate specific times to meet
  3. Set clear goals for each meeting and actionable items to be completed before the next meeting
  4. Consult with your KLA coordinator to inform them of your progress
  5. Record all meetings and preparation

The aim of collaborative apprenticeships is that you gain mastery over a particular skill or area of knowledge from which you can then help others gain mastery.

Further reading on Collaborative Apprenticeships and situated learning:
http://cmapspublic2.ihmc.us/rid=1140645635984_1191514448_2917/promoting%20technology.pdf


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