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What is collaboration? According to Professional Learning Communities co-creators Rick DuFour, Rebecca DuFour, and Robert Eaker, collaboration is defined as teams of teachers who work interdependently to achieve common goals – goals linked to the purpose of learning for all – for which members are held mutually accountable. This type of definition seems to take all the fun out of teacher planning time, but it is exactly what needs to be in place in order to build strong students and strong teachers. Teacher collaboration begins with finding time to connect with colleagues, to share thoughts, and provide support. The relationships you build with colleagues are the foundation of collaboration that can result in increased student achievement. Similar to relationships with students lays the groundwork for

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academic success, building relationships with colleagues lays the groundwork for effective collaboration. Creating time within the school day allows teachers the ability to make strides in planning rigorous and appropriate lessons for their students. During teacher collaboration, teams share the responsibility for planning and dividing tasks based on team strengths and interests. When deciding how to share responsibility, consider these questions:

- What do I enjoying planning? What does my colleagues enjoy planning?

- How much time do we have?

- What makes sense to plan together? What could we plan separately?

- How can we share our plans and get feedback from each other?

Successful collaborations happen when teachers work

The Importance of Teacher Collaboration

February2016

DirectionStatement

FallsCityPublicSchoolsinspireourstudentstobecomeinnovative,resourceful,resilient,andresponsiblecitizens.

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together to share the workload instead of doubling their efforts. Teachers are also able to learn more from each other as they come back together to review and assemble their separate assignments into lesson plans. Collaboration is more successful when teachers become team players. Our students need more than just one person to guide their education. They need the added power of several brains working collaboratively for their good. Teachers have strong opinions about what works and what doesn’t work. That determination and self-direction are beneficial for our students; those characteristics facilitate learning and help us become successful through each day. However, putting a group of determined, opinionated individuals in the same school may cause problems. Therefore, during teacher collaboration opportunities,

Continuous Improvement Committee

ESU 4 Facilitators Suzanne Whisler Jen Madison

Co-chairpersons *Shelly Leyden *Jessica Snethen

Committee Members Sara Amanullah Ruiz Elizabeth Bauman *Wendy Craig Brian Daake *Gale Dunkhas Derik Eickhoff Erik Eickhoff *Shawn Emerson Kailyn Frederick Cindy Fritz Pastor Dan Gifford John Martin Randy Gottula *Melissa Hawley *Tim Heckenlively *Terri Hogue *J.P. Holys Gerald Hopp *Rick Johnson Kristen Poppe Cade Schawang Rylee Scholl Ashley Schramm *Jason Vitosh *Denotes Steering Committee Members

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teachers need to have the willingness to work with others and the ability to recognize that you cannot do it on your own. It is challenging, as an individual, to meet the needs of all students who walk through our doors without help from others. Although there is a willingness to work together, few teachers have direct experience with quality collaboration. During collaboration teachers are asking questions and looking for solutions. Teachers are showing willingness to learn and willingness to ask others for help. Collaboration time can create a variety of teaching groups. Including all aspects of education is a key component to collaboration. Meeting with grade level, department level or specials teachers allow teachers the ability to learn how to modify lesson plans to best meet the needs of different students in your classroom. During collaboration be humble. Listen to the wisdom gained by teachers. Collaboration with grade level teachers will allow insight on ways to connect topics and objectives to those being taught in other classes. The more teachers work with other subject area teachers, the more

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teachers are able help students see that the world does not exist as separate parts. There are many connections that can be made and students are able to see the interconnection. Each staff member in the building has a variety of strengths and talents. Building that network during collaboration allows teachers the ability to call on those different resources within the building. Collaboration takes hard work and effort. It is not always easy, but it is worth it. Ultimately, students are the ones who benefit, but teachers do not lose out either. In the process of collaborating with different colleagues within the school, teachers are building relationships that will last, while making a place to belong within the school community. Collaboration does not have to be kept within the confines of the school walls, as teachers,

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administrators, parents and students can work together to improve schools. Schools can collaborate with parents and students in some decisions in order to create a culture where people feel their ideas are valued. Developing a collaborative culture will result in supporting teachers, improving student learning, and creating the type of school that everyone searches for when they decide to become an educator.