RICHARD F. ELMOREHARVARD UNIVERSITYGLASGOW, SCOTLAND

MARCH 2007

STRONG NORMS OF TRUST AND RECIPROCITY ARE HIGHLY CORRELATED WITH STUDENT PERFORMANCE

COLLABORATIVE WORK AROUND INSTRUCTIONAL PRACTICE RESULTS IN GREATER CONSISTENCY IN ACADEMIC EXPECTATIONS FOR STUDENTS

ATOMIZATION, ISOLATION OF INSTRUCTIONAL PRACTICE INCREASE VARIABILITY IN STUDENT PERFORMANCE

SOCIAL NORMS OF CARING STABILITY IN RELATIONSHIPS

TRANSACTIONAL MUTUAL DEPENDENCE INSTRUMENTAL TO THE WORK

RELATIONAL RESPECT, BASED ON COMPETENCE STRONG NORMATIVE ENVIRONMENT

PROFESSIONAL ESTABLISHED NORMS, PROTOCOLS EXTERNAL STANDARDS OF PRACTICE COMMON DISCOURSE AROUND PRACTICE

COLLEGIALITY VS. CONGENIALITY

ONE FORM OF COLLEGIALITY DOES NOT “NATURALLY” LEAD TO OTHER, STRONGER FORMS OF COLLEGIALITY

PEOPLE GENERALLY LEARN NEW VALUES BY CHANGING THEIR BEHAVIOR, RATHER THAN VICE VERSA

PROFESSIONAL COLLEGIALITY IS A TRANSFORMATION IN KIND, NOT OF DEGREE

PRACTICE, PRACTICE, PRACTICE

CREATES STABILITY, PREDICATABILITY IN DISCOURSE AROUND PRACTICE

SEPARATES THE PRACTICE FROM THE PERSON

DEFINES ROLES, RESPONSIBILITIES CONTAINS, FOCUSES DISAGREEMENT STRUCTURES PROBLEM-SOLVING

FOCUS ON THE WORK OF INSTRUCTION DEVELOP DESCRIPTIVE DISCOURSE DISCIPLINE NORMATIVE JUDGMENTS WITH

EVIDENCE DEVELOP CLEAR NORMS AROUND

SUPPORT THAT REINFORCE TRANSACTIONAL TRUST

DISCIPLINE DECISIONS WITH EXTERNAL KNOWLEDGE, EVIDENCE