3.6 Teacher Collaboration Research

Teacher collaboration can support professional development in schools. The importance of teacher collaboration can strengthen school and build teachers’ knowledge. The article discusses the significance of teachers’ social networks, a network of social interactions and personal relationships for teaching and learning as well as educational change. Social networking assists teacher collaboration. Teachers are able to communicate and ask for advice, collaborate on ideas, or as for help. Teachers may also exchange resources or provide opportunities to build teacher

I have taught students ranging from five years old to nineteen years of age. Hence, being an educator, I have learned that learning is always shifting, therefore I must keep improving with the incessant changes. As a little girl, I have always dreamt of being a teacher and I have carried out that dream. My career journey started as a substitute teacher, a floater between classrooms, an assistant teacher, a teacher, a center supervisor, and an educational supervisor. I presently work as an Educational consultant for Danya International LLC. As an Educational Consultant, I able to review and aid with the learning environment of teachers and educational management in a school

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

In pursuing my ELL endorsement, I found it to be very beneficial to interview current ELL teachers. They shared their insight and expertise in this field. I interviewed the middle school ELL teacher at my school, an upper-elementary ELL teacher and early-elementary teacher in my district. I asked twelve questions that pertained to their experience teaching ELL. These responses are valuable to future ELL teachers and general education teachers who teach ELL in their classrooms.

The district beefed up the professional development for new teachers, especially those in the ARL program. Doing so has helped expand teachers capabilities which in turn increases their capacity in the school. In order for a school to be successful in reaching their mission,

The most recent collaborative experience I’ve been a part of was an entirely student-run production of Next to Normal at my school. After barely any cooperation from my school’s administration, the cast took it upon ourselves to raise the $3,000 required for rights, find a rehearsal space outside of school, and find independent ways to advertise. The environment in rehearsal was equally collaborative. Our two directors were students who were also in the show, both of whom very much respected and accepted our ideas and opinions about characters, blocking, and how to tackle the tough material the show focuses on. I learned through this experience that a, even if I do consider myself to be an incredibly open-minded person there is always room

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

This article is one that is very educational and very helpful in the education field. Knowing that Paraeducators are increasing in school districts. This means that special education teachers and general education teachers need to know how to train and supervise Paraeducators in what needs to be done by them and how to do their job. Knowing that there are a lot of Paraeducators that don’t have prior experience with exceptional students and their responsibilities of a Paraeducator lets future teachers know how to prepare themselves for learning the information needed to help the Paraeducators. This article gives future educators the insight of what to prepare for along with learning the extra information to help the Paraeducators. The article tells about how the collaborative classroom support plan. The article gives detailed information along with diagrams and example forms that are used in the collaborative classroom support plan. The article tells about how collaboration is important not just to have a healthy and effective relationship between educators (the general ed. Teacher, the special ed. Teacher, and the Paraeducator) for themselves but for the students too. This article tells how collaboration is the best way to educate students and to cover a lot of ground. This article goes over the challenges of training Paraeducators.

As a student in the Education Department at Saint Mary’s College, I have been assigned a set of eight standards to fulfill before graduation. Having these standards guides all students in becoming the necessary well-rounded teacher candidates needed to go into the field of education and ultimately becoming a successful teacher in the future. Each standard relates to a different area, including having a broad and comprehensive understanding of learning processes, the professional environment, and content. Throughout the last two years, I have had a number of opportunities, both in the field and in my classes at Saint Mary’s, to meet these eight standards.

Brittany Martins, Alexis Silva, Julia Schwarz, Amy Quill, and Victoria Drew will be co-teaching this lesson together. At the beginning of the lesson, all of the co-teachers will work together to explain the objectives of the lesson, and the expectations of the students. During the Ask, Imagine, Plan, Create, and Improve portions of the lesson, each of the co-teachers will be designated to overseeing and assisting a single group.

The ELL students in Mercer County are not alone, according to the National Education Association, approximately 15% of ELL students throughout the United States do not receive any special instruction to help them achieve in mainstream classrooms and only about 33 percent of students who receive specialized aide receive it for fewer than 10 hours per week (McKeon, D. 2005, June). Considering these staggering percentages, it is apparent that the majority of ELL students in Ohio and US classrooms rely heavily on the abilities of their mainstream teacher. Oftentimes, mainstream content teachers are not fully equipped and prepared to provide the necessary support for each of their unique ELL students. According to the Teacher Education Quarterly

Theme #1 Challenges. The first theme that came from the data was information on the challenges ELL teacher face. Participants responded to open-ended questions about challenges they have experienced while educating ELL students. Through these open-ended questions the participants explained the difficulties they experienced. All respondents gave different answers which helped to explain a range of perspectives. The responses from the participants have been transcribed below in Table 3.

The mind of education has changed in the last few years to get away from teachers working alone in isolation to a new idea of Professional Learning Communities (PLCs). In contrast to the traditional paradigm of professional development in which teachers attend off-site workshops and conferences that may or may not inspire them to change their thinking or instruction, the Professional Learning Community (PLC) involves teachers in site-based, ongoing, collaborative professional development (Linder, Post and Calabrese 2012). These new programs have allowed teachers to get away from isolation and start sharing ideas that will help the entire school community, and nowhere is this more important than in new teacher mentor/mentee programs.

The importance of providing these professional development opportunities is echoed by Schleicher (2011) who acknowledged the limitations of pre-service training for teachers in preparing professionals for career long challenges. Increasingly diverse learning needs in increasingly heterogeneous classrooms cause teachers to feel unequipped to deal with student needs and as a result, they report “the greatest need for professional development that helps them deal with differences in learning styles and backgrounds” (p. 208). One of the strongest predictors of success for all students is identified by Schleicher (2011) and Hattie (2012) as being positive teacher - student relationships which are improved when teachers are given opportunities to “exchange ideas and information and coordinate their practices with other teachers” (Schleicher, p. 216). These opportunities also provide a shared sense of purpose that is also making a difference for the students in their classrooms. This shared sense of purpose and the accompanying common understanding of what success and progression looks like is identified by Hattie (2012) as being the “most