Teacher Collaboration measures the degree to which teachers engage in constructive dialogue that furthers the educational vision of the school.
Educational policies and procedures need to be reviewed on a regular basis to keep them up to date with the changes within the school establishment and government legislation. Senior members of staff will gather together in a meeting to discuss what needs amending and updating within the policies and procedures. A senior member of staff will then draft the new policy or procedure and send it over to the governors to be
This is very different from what supervision has been in the past. I plan to use this approach to help me to develop a successful school atmosphere, where teachers and administrators collaborate and reflect in order to best meet the needs of students. This will guide the professional development and staff meetings at my school. It will also guide how I evaluate and communicate with teachers. I believe this approach is very balances and can help make a school equally
Allowing collaboration and mutual decision making to take place in a school allows everyone to have input on what’s happening and changing at all times. It provides opportunities for teachers to gain leadership skills and students to learn in various ways. When students and teachers buy into what they are learning then they will show improvement at a faster pace. Students must know that their input is important and adults must know they are appreciated.
The principal conducted several meetings with stakeholders during the summer months to collect data and feedback to assess needs of the school. Our professional learning community team and principal participated in district training throughout the year over the summer.
During my second preclinical experience at Westview Hills Middle School, I learned the importance of cooperation and collaboration among teachers at a school. I was able to observe team and department meetings during this experience. It became clear that it is important for teachers to work together in order to provide a positive atmosphere at a school and in a specific department. Although it became obvious that personalities and teaching styles were different throughout the school, the teachers still acted professionally and used each other as resources in
In this paper, I will reflect on my new knowledge and skills that I have acquired regarding teacher leadership, supportive communication and collaboration. I will also reflect on practical application of these skills, such as assessing the needs, problems or issues, and creating the action plan to address the issues. In the end, I will define how teacher leadership can positively affect student learning and achievement.
The Danielson framework for teaching is described by the Danielson group as “a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility” Each component defines a different aspects of its respective domain. Levels of teaching evaluation tools provide rubrics that describe each component and provide a tactic for improving teaching. The Danielson group also states that “the framework may be used as the foundation of a school or district’s mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners.”
One thing that is a for certain in education is changes will take place. Education mirrors the world we live in, and that is, change is inevitable. However, this process is not always accepted by the entire staff of a school and may be found burdensome to others. As a teacher leader, when certain changes in the school take place regarding a rule, the entire staff needs to come together to ensure the rule is being implemented and enforced. One such change that is happening at my school is the once a week mandatory meeting of all PLC teams. The decision to implement mandatory PLC meetings did not go over well with all teachers. When a school makes a rule or policy change, there are parts of the organization, such as the political, human resource, and cultural perspective that feel the effect.
Chiles Elementary School’s improvement plan is a section about the School Advisory Council (SAC), such as the name of the members, which stakeholder group each member is in (e.g., parent, business/community, or teacher), and SAC’s involvement in school activities. One of SAC’s major involvements was reviewing the previous 2014-2015 school improvement plan in order to prepare the 2015-2016 school improvement plan, which was indicated in the plan. Also indicated in the school improvement plan are lists of names for different groups, such as the school leadership team and the literacy leadership team (LLT) and their specific duties. For example, the school leadership team is responsible for meeting weekly to discuss school business (e.g., behavioral issues, curriculum needs, or guidance needs) and make decisions about the school’s learning environment. The literacy leadership team; on the other hand, “is composed of the team leaders from each grade level” and is responsible for meeting “monthly to discuss literacy issues, needs, and how successful… students are with the current plan” (Lawton M. Chiles Elementary SIP 2015-2016, pg. 18). All these information indicates how important the school value collaboration between administrators-teachers, teachers-teachers, teachers-parents, and
Introduction: Mr. Nichols thanked everyone for attending. He explained why the subcommittee was developed; the goal is to have a workable plan ready for the fall. Mrs. Everly thanked Mr. Nichols for his leadership on the Board, and by bringing this conversation to the table, we can only get better. At the administrator meeting last week with Mrs. Joseph, administrators talked about the communication issues within the discipline process that need to be worked out; there is a need to tighten up communication between the office and teacher. Mr. Nichols noted that central office administrators have already been working very hard on this subject, but he thinks it is important for administrators to receive input from teachers and parents.
The Framework for Teaching by Charlotte Danielson has been developed through research as a guideline for current and future teacher’s professional responsibilities in and out of the classroom. Districts throughout the country are using this framework to assess and guide their teachers to build successful methods of planning and preparations, setting up the classroom environment, instruction and professional responsibilities. Each of these domains builds off of each other to form a successful learning environment. Domain 3 focuses more specifically on instruction using communication, discussions, engagement, assessments and flexibility.
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.
METHOD The study is descriptive, qualitative research on teachers as they attempted to meet new standards. Specifically it is a case study of an elementary school faculty, done in an attempt to
Anderson, S. (Fall 1997). Understanding teacher change: Revisiting the Concerns Based Adoption Model. Curriculum Inquiry, 27(3), pp. 331-368. Retrieved December 2, 2006 from EBSCO Host, AN 9710272126.