Standards+Question+12


 * Read the Case Study regarding Collaboration on page 27 of the NSDC Standards text handed out in class . In your PLC discuss Discussion Questions 1-4. Have a record keeper in your group synthesize your group's responses to these questions. If your group needed more information, describe what you need to know and how you would go about discovering this information.**

1. Consider your past experiences with various groups. What were the characteristics of productive and non-productive groups?

Collaborative groups allow teachers to work together effectively and work towards a school goal. Productive work is organized, establishes a leader, establishes a shared goal, allows for revision, and sets a timeframe for the end goal. In non-productive group, time is not used sufficiently, leadership is lacking, and the faculty is not supportive of the goal. Too many times teachers have participated in staff development learning groups that are unfocused and unrelated to the classroom curriculum. However, collaborative learning can be successful and productive group work is necessary when designing lessons, sharing ideas, or analyzing data.

2. What knowledge, skills, and attitudes need to be developed to facilitate a collaborative work culture?

To facilitate a collaborative work culture, teachers and other staff members must have a common goal for the success of the school and the students. Teachers must be willing participants, involve others, be organized and open to ideas, willing to share ideas, and adapt set plans when needed.Teachers demonstrate their skills by modeling the skills in the classroom and effective ways of how to work together for students/teachers to observed.

3. What kind of outcomes are best achieved through collaboration?

Collaboration allows teachers to develop common plans for student success. Working in a professional learning community, teachers evaluate instruction, assessment, and student achievement. The benefits of working on a common team create a goal focused on improving student learning. The outcomes of such teamwork help to focus on the successes and weaknesses of teacher instruction. For example, common assessments and other data help teachers evaluate the data for student success. Together teachers reassess the strategies, modify lessons, and improve student learning.

4. How do school and/or district groups currently deal with conflict? What conditions or behaviors are necessary to facilitate the productive resolution of conflict?

Problems within collaborative groups can lead to a barrier towards progress. Schools and districts trying to resolve conflict among participants might seek the support from an outside facilitator or from mediators within the school. A school that tries to organize groups and spends the time in creating professional relationships and professional preparation will have a more effective collaborative production. The quality of collaborative staff development should allow participants the freedom to voice their opinions and concerns on important issues affecting the school goal. A supportive, engaged, and patient staff will uphold the long-term goals of the school.