Get with the Group: Communities of Teachers in Law Faculties

In her recently published article, Law Faculties: Moving Beyond Operating as Independent Contractors to Form Communities of Teachers,  38 Ohio N.UL. Rev. 243, author Melissa Marlow posits that traditional law school culture has fostered a paradigm of tenured law faculty who approach their teaching duties as independent contractors, with little room for classroom collaboration or exchange of ideas. Marlow notes that because of status distinctions in law schools, “[i]t is almost startling to realize [tenured law faculty] know more about [their] colleagues’ scholarship than about their teaching.”  She contrasts this group with clinical and legal writing faculty (I would add librarians to this list), who tend to plan their teaching activities as a group.

Marlow suggests the idea of communities of teachers, and explores the pros and cons of this model in law faculty. She discusses the role of administrators, teaching circles, technology, and lesson plan banks in helping law faculty move towards forming communities of teachers.

Thanks to the Legal Writing Prof Blog for the tip.