The Importance Of An Ideal Environment For Working Together With Students

Trust- should be slowly built up across team members, through developing confidence in each other’s competence and reliability. Trusting individuals are willing to share their knowledge and skills without fear of being diminished or exploited.

Teacher Collaboration measures the degree to which teachers engage in constructive dialogue that furthers the educational vision of the school.

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

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.

I have not yet worked in a school setting, but I have worked in several agencies and offices where collaboration with colleagues was present. One agency I have worked in was a domestic violence shelter, which housed up to forty-five women and children. In addition, we ran a twenty-four hour crisis hotline, provided individual and group counseling services, and educated those out in the community about domestic violence. It took a lot of collaboration with colleagues to have the agency run smoothly and effectively. When issues arose with clients staying in the shelter, my colleagues and I would met to discuss the issues and how we were going to work together to solve them. Together we were able to discuss all of these factors and agree upon

My first area of collaboration this coming school year is with my administration team and teachers. By collaborating with these teams, I can help them understand the importance of special education, legal and policy and educating all students. Next, is the collaborating with the district office and making sure that they understand what is going on in the schools so that they can better support leadership and teachers in the school. Last, and most importantly is the collaboration with the students and their families. By being up front and clear with families and students about the student performance and what work is needed to help the student, the better prepares the whole team is in supporting the student.

The district needs to create more time in the schedule for the students to work collaboratively on projects and activities. Grade level teams of teachers need to be created. These teams will have a common schedule and common planning times which will allow for greater flexibility when creating lessons and activities. The team will also have the ability to meet regularly to deal with common issues, planning, and creating learning that differentiated to individual student needs (Brown & Knowles p. 77).

During the course of my field experience at Laster High School, I had the opportunity to discuss in great lengths about how to successfully collaborate with fellow teachers, respond to student issues, and gather data to effectively conduct assessment and teach within the classroom environment. At Laster High School, each teacher is given a planning and lunch period that allows them the opportunity to connect with others within their workspace and seek feedback over programs and requirements taking place in the school. In order to foster this collaborating environment that history department had one planning period as whole where they had the ability to meet and as a team discuses relevant issues and challenges they were facing throughout the

Working collaboratively also fosters a culture of community in the classroom” (Equity for English Language Learners). When teaching in an elementary school, like Glencairn, it is critical to understand that not everything you say will be understood and you have to be flexible with your lesson plans.

with individuals is an essential tool for an educator. In addition, to collaboration schools need

Collaboration: Learners will work together in groups to reach a goal by putting their talents, expertise and skills to work. It has the ability to share responsibilities, exhibit flexibility and be respectful

Managers, supervisors, and employees must have a productive and honest relationship to help everyone and the business

Although collaboration is mistakenly thought of as an easy and natural process where everyone works together, it is not that simple (Friend, 2000). When researching barriers educators face dealing with collaboration the following four stood out to be of huge importance: administrative support, actual time for the collaboration process to take place, a lack of professional development that teaches how to collaborate and the consideration of having a large number of adults that must share ideas and work

Research Design: The study conducted used a hierarchical linear modeling (Y. Goddard, R. Goddard, & Tschannen, 2007, p. 877). The study was a group design that was conducted 2 months prior to when a mandatory state assessment would be taken by the students in which the results of this study were compared to that state assessment. In addition, teachers were presented with a paper questionnaire with questions regarding teacher collaboration during faculty meetings (Y. Goddard, R. Goddard, & Tschannen, 2007, p. 884-886). Some factors that were impacted this study was the different ways the

Successful collaboration in schools does not necessarily come inherently with a transformational leader alone. There are very specific strategies a leader can take to instill regular collaboration centered around important needs of the school.  Paul Sutton and Andrew House (2016)