When starting to research how ethical dilemmas are managed in the school environment both my school and host school turned to “Our Code, Our Standards- Code of Professional Responsibility and Standards for the Teaching Profession”. The code of conduct covers what was previously called ethical issues. The Code of Professional Responsibility now guides this process, setting us with behaviour expectations, high standards and creates trust in the teaching profession. (Our Code, Our Standards, 2018)
In my new COL position and relevant to university studies a code that needs particular consideration for my current learning is “1.2 Engaging in professional, respectful and collaborative relationships with colleagues” (Our Code, Our Standards, 2018).
As we learn how to navigate and support collaborative work places it becomes clear that there is also a need to understand the role of conflict in the modern learning environment. Conflict can be understood as “ a situation or an ongoing process in which views and behaviours diverge (or apparently diverge) or are perceived to be to some degree incompatible” (Achinstein, 2002). Groups clash and opposing ideas are exposed.
Collaboration can create opportunities as professionals are brought together however it is important to acknowledge the challenges and conflict that can appear with teacher - teacher relationships. Teachers individually and collectively hold values that shape their practice. Finding ways to respect and trust colleagues helps create and maintain relationships within schools and between teachers. Bradbeer, Martin (2016) say this is a critical element of positive school-wide change “successful collaboration is the most significant contributor to school organisational culture”.
Bradbeer, Martin (2016) have created an inquiry which looks at collaborative effectiveness. A key element in the article focuses on the need to build teacher capacity to manage conflict when issues arise. They found through inquiry that less effective teams did not have the same capacity to address “non discussibles” (Barth, 2002, cited in Bradbeer Martin, 2016). Barth (2002) describes non discussables as “subjects sufficiently important that they are talked about frequently but are so laden with anxiety and fearfulness that these conversations take place only in the parking lot, the rest rooms, the playground, the car pool, or the dinner table at home. Fear abounds that open discussion of these incendiary issues—at a faculty meeting, for example—will cause a meltdown” (p. 8). This results in potential conflict or issues being avoided which results in frustration.
For successful collaboration there needs to be a team understanding of the value of growth mindset, prioritising issues and working in synergy. A key contributor to this is being able to address unresolved issues. Gaye Greenwood looks at the term sensemaking to break down the dilemas. Sensemaking allows the individuals to address the hard to talk about issues through discussion and making meaning through collective experiences. Sensemaking is theorized as a response to ambiguity, uncertainty and change ( Weick, 2001, 2009). It is a speaking, listening and thinking process. Third party sensemaking partners may be involved in the discussion to offer clarification, comfort and offer validation from a point of view of not being directly involved (Greenwood. 2016). Weick defined sensemaking with 7 key properties. “Social context, identity construction, retrospection, cue extraction, ongoing, plausibility and enactive of the environment” (Archinstein, 2002).
These properties as part of sensemaking suggest that conflict is social and that decision making is anchored in identity as people search for meaning (Greenwood, 2016). We need to show up and use retrospective experiences to give direction and meaning to future endeavours. “When people act on what is plausible they might forget alternative possibilities which can have large consequences” (Greenwood, 2016).
By engaging in difficult conversations colleagues are beginning to participate in conflict management. “the process of limiting the negative aspects of conflict while increasing the positive aspects of conflict. The aim of conflict management is to enhance learning and group outcomes, including effectiveness or performance in the organizational setting” (Greenwood, 2016).
In the case of schools, conflict management is a complex, dynamic phenomenon. Schools are in essence communities within themselves. If we want communities of practice to have longevity then we need to better understand the role of conflict in communities. Conflict in communities can be positive for instigating the need for change and subsequent growth. Archeinstein (2002) says “Active engagement in conflict, a dialogue of differences, is a normal and essential dimension of a functioning teacher community. Conflict can create the context for learning and thus ongoing renewal of communities”
Conflict dialogue can be emotive. We can make sense of these dilemmas by reflecting. “Critical reflection is as essential as collaboration to strong communities” (Archinstein, 2002). Learning how to acknowledge diversity of beliefs and practice having opposing ideas in a public space, allowed for critical reflection and acceptance of a variety of issues. After looking into two different schools in a study around conflict in workplaces Achinstein (2002) found that “ when conflict is brought to the surface, when it becomes real, then transformation could occur”. Reflection and conflict offer a community the opportunity for change.
Bradbeer, Martin (2016) found in their inquiry that the “capacity to give and receive trust, to sensemake and be open, bridges a threshold that helps to move from an “I” space to a “we” space, a critical component of working together”.
For teachers to be successful at collaboration they need to open doors to their classroom and share their values and beliefs to their community. Policy makers and senior leaders need to understand and respect the complexity at hand and give time and training to support teachers to grow and learn in this new environment. If we can spend time developing the teacher's ability to grow and be ok with being uncomfortable, then the collective outcomes from recognising individual strengths to benefit a group will have positive impacts on our learners. Bradbeer, Martin (2016) have found through time and inquiry that there is a correlation between synergetic teams and accelerated outcomes for learners.
Reference List:
Achinstein, B (2002). Conflict Amid Community: The Micropolitics of Teacher Collaboration. Teacher College Record Volume 104 Number 3.
Bradbeer. C, Martin S, (2016), Creating Collaborative Effectiveness One Schools Approach. Teachers as Communities of Learning Professionals, Set 2.
Education Council New Zealand–Matatū Aotearoa. (2017). Our code our standards: Code of professional responsibility and standards for the teaching profession: Ngā tikanga matatika ngā paerewa: Ngā tikanga matatika mō te haepapa ngaiotanga me ngā paerewa mō te umanga whakaakoranga.
Greenwood. G, (2016) Transforming Employment Relationships? Making sense of conflict management in the workplace. [ Doctoral Dissertation]. Auckland University of Technology.
In my new COL position and relevant to university studies a code that needs particular consideration for my current learning is “1.2 Engaging in professional, respectful and collaborative relationships with colleagues” (Our Code, Our Standards, 2018).
As we learn how to navigate and support collaborative work places it becomes clear that there is also a need to understand the role of conflict in the modern learning environment. Conflict can be understood as “ a situation or an ongoing process in which views and behaviours diverge (or apparently diverge) or are perceived to be to some degree incompatible” (Achinstein, 2002). Groups clash and opposing ideas are exposed.
Collaboration can create opportunities as professionals are brought together however it is important to acknowledge the challenges and conflict that can appear with teacher - teacher relationships. Teachers individually and collectively hold values that shape their practice. Finding ways to respect and trust colleagues helps create and maintain relationships within schools and between teachers. Bradbeer, Martin (2016) say this is a critical element of positive school-wide change “successful collaboration is the most significant contributor to school organisational culture”.
Bradbeer, Martin (2016) have created an inquiry which looks at collaborative effectiveness. A key element in the article focuses on the need to build teacher capacity to manage conflict when issues arise. They found through inquiry that less effective teams did not have the same capacity to address “non discussibles” (Barth, 2002, cited in Bradbeer Martin, 2016). Barth (2002) describes non discussables as “subjects sufficiently important that they are talked about frequently but are so laden with anxiety and fearfulness that these conversations take place only in the parking lot, the rest rooms, the playground, the car pool, or the dinner table at home. Fear abounds that open discussion of these incendiary issues—at a faculty meeting, for example—will cause a meltdown” (p. 8). This results in potential conflict or issues being avoided which results in frustration.
For successful collaboration there needs to be a team understanding of the value of growth mindset, prioritising issues and working in synergy. A key contributor to this is being able to address unresolved issues. Gaye Greenwood looks at the term sensemaking to break down the dilemas. Sensemaking allows the individuals to address the hard to talk about issues through discussion and making meaning through collective experiences. Sensemaking is theorized as a response to ambiguity, uncertainty and change ( Weick, 2001, 2009). It is a speaking, listening and thinking process. Third party sensemaking partners may be involved in the discussion to offer clarification, comfort and offer validation from a point of view of not being directly involved (Greenwood. 2016). Weick defined sensemaking with 7 key properties. “Social context, identity construction, retrospection, cue extraction, ongoing, plausibility and enactive of the environment” (Archinstein, 2002).
These properties as part of sensemaking suggest that conflict is social and that decision making is anchored in identity as people search for meaning (Greenwood, 2016). We need to show up and use retrospective experiences to give direction and meaning to future endeavours. “When people act on what is plausible they might forget alternative possibilities which can have large consequences” (Greenwood, 2016).
By engaging in difficult conversations colleagues are beginning to participate in conflict management. “the process of limiting the negative aspects of conflict while increasing the positive aspects of conflict. The aim of conflict management is to enhance learning and group outcomes, including effectiveness or performance in the organizational setting” (Greenwood, 2016).
In the case of schools, conflict management is a complex, dynamic phenomenon. Schools are in essence communities within themselves. If we want communities of practice to have longevity then we need to better understand the role of conflict in communities. Conflict in communities can be positive for instigating the need for change and subsequent growth. Archeinstein (2002) says “Active engagement in conflict, a dialogue of differences, is a normal and essential dimension of a functioning teacher community. Conflict can create the context for learning and thus ongoing renewal of communities”
Conflict dialogue can be emotive. We can make sense of these dilemmas by reflecting. “Critical reflection is as essential as collaboration to strong communities” (Archinstein, 2002). Learning how to acknowledge diversity of beliefs and practice having opposing ideas in a public space, allowed for critical reflection and acceptance of a variety of issues. After looking into two different schools in a study around conflict in workplaces Achinstein (2002) found that “ when conflict is brought to the surface, when it becomes real, then transformation could occur”. Reflection and conflict offer a community the opportunity for change.
Bradbeer, Martin (2016) found in their inquiry that the “capacity to give and receive trust, to sensemake and be open, bridges a threshold that helps to move from an “I” space to a “we” space, a critical component of working together”.
For teachers to be successful at collaboration they need to open doors to their classroom and share their values and beliefs to their community. Policy makers and senior leaders need to understand and respect the complexity at hand and give time and training to support teachers to grow and learn in this new environment. If we can spend time developing the teacher's ability to grow and be ok with being uncomfortable, then the collective outcomes from recognising individual strengths to benefit a group will have positive impacts on our learners. Bradbeer, Martin (2016) have found through time and inquiry that there is a correlation between synergetic teams and accelerated outcomes for learners.
Reference List:
Achinstein, B (2002). Conflict Amid Community: The Micropolitics of Teacher Collaboration. Teacher College Record Volume 104 Number 3.
Bradbeer. C, Martin S, (2016), Creating Collaborative Effectiveness One Schools Approach. Teachers as Communities of Learning Professionals, Set 2.
Education Council New Zealand–Matatū Aotearoa. (2017). Our code our standards: Code of professional responsibility and standards for the teaching profession: Ngā tikanga matatika ngā paerewa: Ngā tikanga matatika mō te haepapa ngaiotanga me ngā paerewa mō te umanga whakaakoranga.
Greenwood. G, (2016) Transforming Employment Relationships? Making sense of conflict management in the workplace. [ Doctoral Dissertation]. Auckland University of Technology.
