Culture Of Collaboration Essay

It is very student-centered. It allows each child to be who they are as an individual and in the classroom. Each child learns differently, at their own level, at their own pace, and in their own way. This strategy allows them to grow in that. Having a co-teacher in the classroom the students get to have more of the one on one time that is needed; especially, in a special education classroom. It allows them to have someone else see something they might miss. This strategy also allows for a person with a little bit of a different perspective on the students in the classroom. Therefore, in using this strategy, a student is able to reach their greatest

While the individual teaching styles of the team were very different, it became apparent that commonality existed in terms of supporting the growth of our students. After team collaboration, we adopted the following vision statement: “We will provide a classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.”

It helps students to share their knowledge with each other for a better understanding of a specific concept. One of the important principles that the cooperative learning theory proposes is heterogeneous grouping, which means that the students within the group vary in their gender, skills, class social, religion and age (Jacobs 4). Another important principle is maximum peer interactions that occur when specifying the number of students working together (Jacobs 4). Collaborative skills is an additional principle that is proposed by this theory, which means that students who work with each other are capable of explaining and giving reasons (Jacobs 4). Also, one of the essential principles is individual accountability, which ensures that every one is and working trying to share their knowledge (Jacobs 5). This theory is applied to the physics worksheet because it is a model for enhancing the cooperative learning

I approach collaboration as a team player, and I believe students need more than one person to guide them to their full educational potential. Also, active and prepared participation of weekly PLC meetings with the teachers of my special education students to plan collaborative curriculum have increased results in math and reading substantially. Participating in co-teaching furthers my repertoire of knowledge to assist my students. I have learned a vast amount from sharing and consulting with colleagues regarding students, observing mentoring teachers, and planning activities to ensure growth in students.

Collaborative efforts have created more cross-curricular focus throughout the school. When teachers know what each other are teaching, they can support each other in their own curriculum.

PLCs are an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve (DuFour, DuFour, Eaker, & Many, 2006). The PLCs should be crafted around the idea of cultivating a sense of shared responsibility between all stakeholders.

Successful PLCs involve having student data. The data does not need to come from tests, but it can come from student work or from observations. Through PLCs, the teachers should grow as an educator, and the students should benefit from it.

5. Explain how differences in working practices and policies affect collaborative working (A.C.2.3) Organisational practices and policies:

Learning Partnership measures the degree to which teachers, parents, and students work together for the common good of the student. (Gruenert & Valentines, 1998)

In many schools today, the PLC process is structured from the top - down. School districts decide to implement a PLC handbook, either a purchased program, developed by district leadership, or through support provided by the state

Everyone has to buy-into the concept of the PLC. Stakeholders will need to correctly learn and understand the components that are within a PLC. I have witnessed teachers not even wanting to “try another fad.” These teachers didn’t want to learn a new trick because they believe this too would pass. An administrator will need to use “academic psychology” to garner total support for the PLC. Teachers that are on board will need to have discussions with teachers and community stakeholders that are doubtful with regards to operating a successful PLC. After successful implementation, the members of the PLC will have to consistently meet and adhere to the procedures to guarantee the continual progression of the PLC. This isn’t something that one wants to just be a “flash in the

Richard Dufour explains the essence of a PLC in three “big ideas”: 1. Ensuring that students learn- with this concept it requires teachers to look at what we want students to learn, how we will know when they have learned it, and how will respond when a student struggles. 2. A culture of collaboration- “The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement.” (Dufour, 2004) 3. A focus on results- teachers must begin to ask, “Have we made progress on the goals that are most important to us?” (Dufour, 2004)

“Through collaboration, ideas can be shared, new and better strategies can be developed, problems can be solved, students’ progresses can be better monitored, and their outcomes are evaluated effectively.”¬ (Lee, 1996).

All teachers should be willing to become a part of the PLC and have a willingness to openly share practices and data. Sharing of practices and data must be more than just friendly and collegial. A fully integrated collaborative approach in regards to changing instructional strategies and student growth will foster a stronger PLC (Reynolds, 2008).

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.