Teacher Collaboration Analysis

“Fundamental to distributed leadership is the belief that all teachers have the right and potential to participate in decisions that effect’s their

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.

Teamwork and Collaboration Teresa Mullen NR351 Chamberlain University Teamwork and Collaboration Teamwork and Collaboration is just as it states. “Teamwork” and to “collaborate”. It is one of the listed competencies for nurses in the Phase 1 Quality and Safety Education for Nursing. A hallmark and key factor is teamwork and collaboration (Hood, 2014, p. 309). Effective communication as well as collaboration is key to a patient’s successful outcome.

This stage includes discussing, sharing information, asking questions, offering suggestions and opinions, and working out differences.” (research paper p.

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.

Football, unlike any sport that I have been a part of can define someone inside the classroom and within the gridiron. Character translates between the two and is something that I was always fascinated about. Someone that can show teamwork on the field are often able to show the same level of compassion and dedication in the classroom.

Effective leadership also comes with great collaboration in an organization internal and external. Leadership must constantly involve staff in collaboration. Early in a new program's life a centralized focus must provide the leader a number of benefits: management of external stakeholders, management of informational needs, funding of the program, and management support. Providing teachers and administrative teams to collaborate on on-going and future issues will help empower and motivate to take ownership in the organization. In an educational environment school leaders must collaborate with staff through PLC's which are team meetings, faculty and staff meetings, school improvement committees, teacher appraisals periods (PDAS), and even casual conversation.

This article seemed very familiar to me. I believe that, perhaps, I had read it before. As I read I tried to recognize where I had seen this, and then looking at the date, realized that it was probably at one of the co-teaching trainings I had attended when at another district. I then tried to look at it more carefully, thinking -- Well, what do I know now that I did not know then? What stands out as very familiar? What did I maybe miss last time I read this so many years ago? I did not remember the 7 principles exactly, but I did know that good coaches treat others as equals, provide choice, engage in dialogue, and not only let others express their ideas and opinions, but listen objectively and carefully consider their partners contributions.

In terms of being a learning leader, my partner teacher has meetings with the remaining staff to discuss and guide student learning within the school. She is often leading discussions and presenting new methods or strategies to the group. Occasionally, she will help construct and lead interdisciplinary projects and ensure they reach completion as smoothly as possible. Additionally, as learning leader she is also required to attend several meetings with teacher from other schools before disseminating the information back to the teachers

The author acknowledges limitations to the study resulting from the sample population being from a single grade level and school district and suggested future studies may want to examine data from a “broader range of social context, urbanicity, and grade levels” (Goddard et al., 2007, p.891). The study was able to suggest that teacher collaboration in schools promotes student achievement. An experimental study implementing teacher collaboration time and professional development in a school district and evaluating the effects on student achievement may be a promising next step for research on this

My comprehensive collaboration project involved a school community meeting, involving people with various association to education. The meeting originated because of the first workshop poor parental involvement and lack of community communication, concerning date, time, topic, and activities. After this disappointing blow and only two district teachers spearheading the event and activities, a decision evolved, making team membership accessible to all affiliates of education. Meeting members were paraprofessionals, a master teacher, retired teacher who is now a community volunteer and a guardian of a grandchild attending school in the district. Within the room, including myself was a total of ninety-five years of education related experiences. It was important to promote shared decision-making by including people with different views and implementation styles. When planning the organization of group members, I kept in mind the ultimate goal of building trust, through professional participation in community events, thus embracing opportunities of personal interactions outside school community. Members were willing participants, who close ties, through daily interaction in neighboring community after school hours, therefore made their involvement planning parent events crucial for community team success.

10) to enable teachers to do new activities gradually without leaving out what is working with existing activities. Some principals may accept an administrative approach to PD in which it is authorized and dictated. It leads to transmission patterns of PD in which teachers act as technicians doing someone else’s plan (Kennedy, 2005). Others, though, may select a more cooperative approach by focusing on gaining teachers’ hearts and minds and a need of improvement for school collaboration. This kind of leadership is often associated with transformative frameworks of PD in which teachers are supported to do work in collaboration constructivistly to change their activities to satisfy students’ needs in their contexts (Kennedy, 2005). Teachers are supported to do work in collaboration to share their skill and to take a risk as a group (Sergiovanni, 2005) which may result in greater abilities to change and school development (Bryk and Schneider, 2002). Conversely, if principals authorize collaborative activities in a manageable approach, ‘contrived collegiality’ (Hargreaves, 1994, p. 247) may result, which leads to a negative influence on maintaining collaborative

In the 20th century students in school did not do group work and worked independently. In a 21st century classroom, teachers allow students to collaborate more and work together which helps them build teamwork,and can get work done faster than by themselves.

One suggestion to improve collaboration and acceptance for all community member based on researched based best practices is to check for understanding. After Mrs. Tantourri provides instruction I believe it’s best to select a student in the class to summarize the directions in their own words. This method builds the students comprehension and reduces confusion. In addition, teachers are training students to process the information they have received to carry out the duties as

The review of the literature shows that the concept of teacher collaboration is still ambiguous. In a collaborative effort, different stakeholders may be present or it may be mediated by others while peer collaboration took place among teachers with similar rank. The term ‘collaboration’ is interchangeably used with ‘collegiality’ and ‘teaming’ when it took place between teachers. Mutual goal and shared understanding are important aspects of teacher collaboration. The notion refers to the teacher to teacher interaction regarding instructional and curriculum matters, student evaluation, planning and performing lesson together, and observing peer practice and providing feedback.