Collaboration with a purpose

IN today’s working world, very little happens in isolation. You inevitably rely on others to get things done. Our ability to accomplish our goals and objectives depends on the cooperation and assistance of others. No one person can do the job without the input of someone else.

Fostering a healthy working environment and promoting collaboration hence is a challenge not only for leaders but for everybody involved in any work. The first requirement is a willingness to work with others and the ability to recognize that you can't do it all on your own. No one can meet all the needs of all the students who walk through our doors without help. It just isn't possible. The best way to find that help is by asking questions. If you have a mentor, look to your mentor for guidance or look for a veteran teacher--someone you know has a positive outlook on teaching. Ask if that person would mind helping you out. Most will be glad to offer their knowledge and expertise. Administrators are another good source of information. Don't be afraid to ask them questions because in asking, you are showing your willingness to learn and your willingness to go to others for help.

Indeed, the autonomous classroom no longer exists. The norms of privacy and non-interference are no longer the trend. In the past, most teachers feel that other teachers are none of their business and expect to supply advice to other teachers only when asked. So high a value is placed on autonomy that veteran teachers with strongly held and wellgrounded views on effective teaching refrain from offering advice, except when asked, even to beginning teachers.

The modern teachers know otherwise and recognize that collaboration benefits students greatly. They work together, with all kinds of stakeholders, toward the common goal of student success. Today’s teachers put collaboration into action in order to be more able to detect and celebrate a pattern of accomplishments within and across classrooms.

Teacher collaboration may take many forms. In some schools, teachers meet in teams to review student work against standards, using their insights to select targets for instructional improvement. In other schools, teachers share planning time, learn about data to guide instructional decision making, and get regular support from a master teacher. Some teachers form teams to plan their own professional development and ensure that lessons are aligned across grade levels.

It is noteworthy that a lot of new teachers give high regard to the skill and knowledge that can be imparted by veteran or the so-called more seasoned teachers. They seek out the wisdom gained by veteran teachers by asking questions and really listen to the answers. It is true that the more we connect with our colleagues, the more we realize that the world does not exist as separate parts. If you are in