Abstract
Education reform efforts must support and protect professional autonomy for classroom teachers. When policymakers attempt to make systemic change in ways that reduce the professional autonomy of educators, student learning suffers. Teachers need the freedom to identify their professional goals, seek resources and collaboration opportunities in pursuit of those goals, and act on feedback regarding their progress in meeting those goals. We present three stories from teachers who share a department engaged in collaborative autonomy. These accounts provide guidance for how professional autonomy can be defended by those pursuing systemic change.
Keywords: Autonomy, Teaching, Leadership, Collaboration
How to Cite:
Ralph, M., Robbins, D., Young, S. & Woodruff, L., (2020) “Collaborative Autonomy: Exploring the Professional Freedom of Three Science Teachers”, Educational Considerations 46(1).
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