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Lesson 3.6

Collaboration:
How Do Teachers Work Together?

Teachers never seem to have enough time to work together. There’s a reason.

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When budgets are tight, districts and unions find it easiest to agree about safeguarding classroom instructional time as their top priority. In such circumstances, time for non-classroom work tends to be squeezed.

Most successful schools (and successful school leaders) cultivate “communities of learning.” In these schools, professional development and inquiry are integrated with the activities of teaching. That includes analyzing data together to improve instructional strategies, sharing perspectives regarding a student who is struggling, and collaborating on lesson planning. Such collaboration is hard to put into practice for many reasons, beginning with the limitations of time.

Time for collaboration is negotiated in the contract

Collaboration, prep, staff development, and meeting time all occur during paid work hours, and as such are negotiated elements of the teacher contract. Collaboration is also challenging for basic, human reasons that are far from unique to the world of school. Some principals are more effective than others at bringing teachers together and resolving differences of opinion about key decisions.

Some principals receive explicit training about how to bring teachers together into effective and sustainable Professional Learning Communities (PLCs). Meeting together regularly to discuss their practice and address challenges, PLCs help create a culture of continuous improvement in a school.

Top school systems invest in teacher prep time

Teachers together
get in the groove
and from one another
learn to improve.

Teachers in most American public schools spend the vast majority of their time at school in front of the classroom. Time for preparation and collaboration is limited. It is interesting to note that the world's top-performing school systems, such as Shanghai and Finland, set aside significant and frequent time for teacher collaboration and preparation.

This kind of collaborative workplace helps make teaching attractive, at least in schools and districts that are successful in sustaining such environments. It is exciting and satisfying to work with others who share your calling.

But teaching is not only a calling - it is also a job. The next few lessons will explore benefits, pay, job security, and retirement security, all critical elements of the Big Picture.

Review

In top-performing school systems such as those in Shanghai and Finland, teachers commit significant and frequent time to collaboration and preparation. Teachers in the U.S. spend less time on these activities. Which ONE of the following explanations is TRUE?

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Questions & Comments

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user avatar
Carol Kocivar March 10, 2016 at 2:43 pm
How do other countries support teachers?
A report on the Policies and Practices Among PISA Top Performers ( Shanghai, British Columbia, Singapore, and Hong Kong) finds:
"While these systems are quite different, the key to all of them is that collaborative professional learning (teachers working with other teachers to improve curriculum, instruction, school climate, etc.) is built into the daily lives of teachers and school leaders."
http://www.ncee.org/wp-content/uploads/2015/08/PLEventBeyondPDTakeaways-FINAL.pdf
user avatar
Janet L. April 19, 2015 at 7:10 pm
Our principal is phenomenal. She firmly believes in professional development and that shows in our teachers - they are truly one-of-a-kind. They are committed to the school and students, to working collaboratively and creating a safe environment for students, parents, and teachers alike.
For a School Board presentation a few months ago, our staff and students put together a wonderful video to show the Professional Learning Community at our school. https://www.youtube.com/watch?v=fWhePzTv7vI
user avatar
Sherry Schnell January 22, 2015 at 10:24 am
School districts should build time for teacher collaboration and professional education into the school year - outside of instructional time. Right now, in SDUSD, students are being taught by substitute teachers while their classroom teachers engage in these activities. This reduces the time students have with their highly qualified regular classroom teacher and in many cases, the amount of material that can be covered. Of course, this is again a funding issue. They use the substitutes because it is cheaper.
user avatar
Tara Massengill February 7, 2015 at 8:09 pm
I believe this is because the teachers have to be taught how to teach CCSS to the students. It seems like every time I turn around my daughter is telling me that she had another substitute, because her teacher had to go for more training. Ridiculous. If they were going to pass Common Core State Standards, they should have gotten the teachers up to speed BEFORE they started using it in the classrooms.
user avatar
nguyen_khanh January 17, 2015 at 11:36 pm
I was fortunate enough to be a part of Lesson Study where a group of teachers got to plan the lessons together and one of us taught the lesson as the other participants collected the data to see how the learners responded to our lessons. Lesson Study was originated from Japan and we learned how to be a better teacher from this collaborative teaching strategy.
user avatar
David B. Cohen April 7, 2011 at 11:14 pm
I expect that a real investment in the time and additional support for teacher collaboration in schools would be a great boon to the quality of teaching and learning. Those who haven't taught generally struggle to understand how difficult the work is, and how little opportunity most teachers have to focus on improvement. For most of us, it's a constant juggling act; our non-teaching time at school is minimal, and divided among a dozen separate duties and responsibilities. This is an area where international comparisons suggest we're missing something important. Not only do I think we'd see better teaching, but we'd see a significant improvement in the work environment, which surpasses salary in terms of what teachers find most important in job satisfaction. Improved teaching, greater stability and less turnover (and turnover has hidden costs). Of course, such a move wouldn't have the "ed-reform to the rescue" appeal of some other initiatives, and it would require what is common sense in business but striking absent in education these days - trusting and empowering your skilled employees to use their skills with minimal interference.
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