Beruflich Dokumente
Kultur Dokumente
Madeline Keever
Regent University
Introduction
learning for teachers and students. Even after an educator enters a classroom, they should still
practice being a lifelong learner. One way to do this is by remembering that there are no perfect
teachers. Every teacher has something to learn from his or her colleagues. Collaboration among
teachers or other professionals in the school building is one way that schools can achieve higher
goals and continue to see student success. “Research shows that collaboration can be directly
linked to both teacher improvement and student achievement” (Vincente, 2017, p. 36).
Collaboration does not come easy for every school and it takes a lot of cooperation, time, and
energy. I have witnessed positive and negative efforts towards collaboration at Lynnhaven
Middle School. In my observation, positive collaboration involves willing participants who have
included two artifacts. The first is a scan of notes I took during one of our eighth grade social
announcements for collaboration opportunities, special events, as well as planning for the first
unit’s test. I jotted down one note on the bottom corner of my notes that I wanted to remember
for later. One of the teacher’s shared that when her class discusses politics, she teaches her
students to say, “I humbly disagree.” I really liked this and jotted it down. This is one example of
the little tidbits that teachers can learn from each other when they collaborate.
For my second artifact, I included a picture from our classes visit to the library. The
social studies department partnered with the new librarian for a lesson on digital citizenship. My
STUDENT CENTERED AND DIFFERENTIATED INSTRUCTION 3
teacher and I worked together, along with the librarian, to teach the students how to use a tool
called, Story Board That, to create a small project on citizenship. For this lesson to be successful,
my cooperating teacher and I had to work together with the librarian, utilizing her knowledge of
Story Board That, to make the lesson run smoothly. This demonstrates effective collaboration
Collaboration among teachers and other school professionals is highly encouraged and
often mandated by school administration. Research has shown that, “teachers improve at greater
rates when they work in schools with better collaboration quality” (M. Ronfeldt, S. O. Farmer,
K. McQueen, J. A. Grissom, 2015, p. 475). However, collaboration does not always result in the
desire outcome and mandated collaboration can be a source of frustration for many teachers. Just
because a school has mandated collaboration does not mean that success is around the corner.
teaching. My cooperating teacher once humorously said, “Unproductive PLC’s are like arranged
marriages.” In my experience, successful collaboration occurs when teachers who are supportive
of each other come together voluntarily and offer their unique insight and resources. “Teachers
working in more supportive professional environments improve their effectiveness more over
time than teachers working in less supportive contexts” (Kraft & Papay, 2014, p. 477). A PLC
turned venting session is often a result of teachers who feel unsupported and unheard from their
administrators.
In my student teaching I have learned to never undervalue the skill of being a good
listener. This observation is supported by research that states, “When you take time to simply
listen-maybe not even give advice, but just truly hear another colleague-it can build the trust
STUDENT CENTERED AND DIFFERENTIATED INSTRUCTION 4
necessary for future joint work” (Vincente, 2017 p. 36). I have built better relationships among
my colleagues just by listening than I have built by giving advice. I have seen that teachers need
support more than they need a pep-talk. Teachers need commitment more than they need
initiatives. As a first-year teacher I understand that I will have a lot of listening to do, but I
submit that to listen, is to honor. Listening, with intent to act on the needs of others, is the kind of
References
Kraft, M. A., & Papay, J. P. (2014). Can professional environments in schools promote teacher
Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher Collaboration in
Vincente, J. (2017, 12). What teacher collaboration looks like. The Education Digest, 83, 33-37.
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