My Comprehensive Collaboration Project Involved A School Community Meeting

Once the team’s vision had been established, we became very honest about our personal and professional strengths and our target areas of growth. From this conversation, the team was able to clearly define the focus and responsibilities of the PLC Leader and individual team members. The meeting was successful and everyone is excited about working together. Our vision will remain in the forefront of our meetings, reminding us to always provide a climate in our classrooms that fosters thoughtful and respectful consideration of all viewpoints.

The first step Will Wonkermann took to develop a cooperative community was recognizing that there was a problem at his school. After that, he initiated a meeting with his curriculum team. He started the meeting by asking a question and allowing the team members to provide feedback. Mr. Wonkermann

It is crucial for the team to have regular meetings to enable the staff to implement new ideas or plans, solve problems, discuss, prioritise and accomplish important tasks, which in all will benefit the pupil’s education and school experience.

Teams of teachers working with a common and manageable set of students, with time built into their schedule for collaborative work and receive initial

Probably one of the most important issues when it comes to Family/Community Partnership is trying to get the families/community involved in what we are doing. By engaging parents, it will help us to see what we are lacking and what we need to do in order to have our families fully engaged. I feel that if our families/communities are not engaged in our program then we need to reevaluate in order to encourage their participation. By reevaluating our program we can further access what we need to work on. If parents/communities feel that they are not valued as part of our team, they won’t engage in our program. Both the parents and the community play a big role in the education of our children. Parents are their first teachers and the communities have valuable resources for the children.

Collaboration in a school setting refers to teachers working together to form an effective classroom and lesson for learning. “Teacher assistance teams (TAT) are school-based teams of professionals, classroom teachers, and administrators that assist classroom teachers in meeting the instructional and

In many aspects of life, it is essential that you work with other individuals as a team. You can work in a team whether it is school, work, or your personal life. This year I started working for Inner City Education Foundation public charter schools, specifically ICEF Inglewood Elementary Academy. The school has approximately 40 staff members that were all placed together by the director of the school. There are multiple classifications at my job such as instructional assistants, teachers, office staff, intervention specialists, operations, and janitors, but we all operate as one unit. Through the five stages of team development, our team developed and continues to develop into a successful team.

Overall, I felt that all the individuals involved in the meeting did collaborate fairly well with each other. The meeting was organized, calm, and everyone was able to express their thoughts. However, there were some instances in which I believe that collaboration may have been hindered. The first example occurred in the beginning of the IEP meeting. The special education teacher asked the parents what their concerns were for the son. The parents stated that he is falling behind in doing his assignments as the written component is very difficult for him. The special education teacher and the general education teacher did not

IECE Teacher Standard VI addresses how IECE educators collaborate with team members (caregivers, agency personnel, colleagues and service personnel) to design and implements experiences and instruction that support the development of all children regardless of ability. To demonstrate my ability to work collaboratively with team members I selected two artifacts; my Social Story project and ELL Family/Teacher Collaboration project.

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 was a good chapter as it provided a solid overview of what I was going to learn about. The one thing that I have learned thus far in class and as a teacher is that time is a valuable commodity. Therefore, the principal in me needs to make sure that meetings run efficiently and cooperatively with all the stakeholders involved. The collaborative teaming approach provides all of that with the ability to make sure that meetings run smoothly and efficiently.

Collaborative teaming- Multidisciplinary teams work because of collaboration and communication between team members. The team must actively participate and work together to help meet the needs of the child. The team may have different roles and duties but they all must come together in order to participate in decision making regarding the student with disabilities. Collaborative teaming involves support and the use of interpersonal communication skills.

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 any collaborative environment, an open-line of communication is a critical factor. Communication is a two way interaction of listening and speaking in turn. One speaks while the other listens for true comprehension is a key factor. One must get an understanding before the vision can be implemented within any leadership role. The presence of collaboration in schools are the result of principals, educators, parents, and administrative leadership in working as a team. The purpose of this essay is to explain the importance of teacher leadership, the principal 's role in developing teacher leaders, and their connection to the development of a collaborative culture in schools.

All four processes- collaboration, consultation, teamwork, and co-teaching, as they occur in the school context, involve interaction among school personnel, families, and students working together to achieve common goals. (Dettmer, Dyck, Thurston, 2005, p. 7)