Collaboration
I believe that part of being a successful teacher is participating in collaboration with others. Below are some examples of collaborative experiences I have had with fellow teachers and other teaching professionals. I believe that these experiences have furthered my growth as a teacher and as an individual.
Committees
While at Nicholas Sheran, I served on multiple committees including the Christmas Dance Committee, Arts Alive (preparing for an art show put on by the Southern Alberta Art Gallery), and Integration of the 7 Habits action team. Working on each of these committees allowed me to work with other staff and students to plan and prepare for events both within and outside of our school. These were valuable opportunities to learn about these events themselves, as well as to gain ideas and insights from fellow teachers and other staff.
Grade Level Team Collaboration
At multiple points throughout the school year, I met with my grade level team as well as our learning support teacher for Response to Intervention meetings. Using the Response to Intervention model, we determined which students needed additional support, both within the classroom and in pull-out groups.
In addition to these Response to Intervention meetings, I frequently collaborated with the other three teachers in our grade level team. We shared ideas, supplies, and resources in order to create the best learning experience for our students. We spent days planning units together and collecting resources for lessons and activities. We also collaborated on grade level field trips and event days such as our Christmas centers and fishing day. Not only did I gain incredible knowledge from these teachers, but I was able to stretch my thinking and share some of my own ideas with them as well.
Regardless of the position that I am in, I think collaborating is essential both for successful student learning but also my own professional development.
In addition to these Response to Intervention meetings, I frequently collaborated with the other three teachers in our grade level team. We shared ideas, supplies, and resources in order to create the best learning experience for our students. We spent days planning units together and collecting resources for lessons and activities. We also collaborated on grade level field trips and event days such as our Christmas centers and fishing day. Not only did I gain incredible knowledge from these teachers, but I was able to stretch my thinking and share some of my own ideas with them as well.
Regardless of the position that I am in, I think collaborating is essential both for successful student learning but also my own professional development.
Literacy Intervention collaborative team
During my third professional semester I was placed at a school in Lethbridge. This school is in the process of starting a collaborative team which will focus on literacy intervention. The collaborative team, as originally set up, consists of a grade 2/3 teacher, the grade 4 teacher, my teacher mentor (the assistant principal), and two EAs. This team has chosen to focus on grades two through four for literacy intervention. The meeting style has been modeled after the Jigsaw Learning model. In a two hour period, the team goes through all students in the classes mentioned above and categorizes students based on literacy needs. From there, we move towards how to help these individual students. At the end of the meeting, we have an action plan, with specific tasks assigned to specific people. We will soon have our second collaborative team meeting in which we will follow up on the assigned tasks and see what is working and what needs to be changed.
In addition to working with this collaborative team, my teacher mentor and I have been collaborating on literacy intervention for the grade five class. Rather than meeting with the entire team, I meet with only my teacher mentor, but complete the same process.
I have found this collaborative process to be incredible beneficial! One way that I find this particular process to be so unique is that it looks at these students as "our" students rather than Teacher A's students or Teacher B's students. This creates a community as well as a collective responsibility for these students. I believe that this is incredibly beneficial not only to the students but to the school as a whole. I also believe that these collaborative team are a great source of professional development. Each member of the team brings a knowledge base different from any other. This allows us to share ideas and information that can benefit student learning.
In addition to working with this collaborative team, my teacher mentor and I have been collaborating on literacy intervention for the grade five class. Rather than meeting with the entire team, I meet with only my teacher mentor, but complete the same process.
I have found this collaborative process to be incredible beneficial! One way that I find this particular process to be so unique is that it looks at these students as "our" students rather than Teacher A's students or Teacher B's students. This creates a community as well as a collective responsibility for these students. I believe that this is incredibly beneficial not only to the students but to the school as a whole. I also believe that these collaborative team are a great source of professional development. Each member of the team brings a knowledge base different from any other. This allows us to share ideas and information that can benefit student learning.