Collaboration Drill Down Draft

Hello There,

I’m posting my draft at this stage because I keep going off track.  I’m trying to make sure my suggestions stick with collaboration.  I am finding a few issues.  Personally I have breadth, not depth.  I also find that collaboration crosses into examples for other drill down areas.  For example, in viewing Ellen’s post, I’m thinking that for Responsibility/Sharing Resources, collaboration could be an extension of this.

In addition I added Teacher to Parent as a heading… It felt like the “missing link” for collaboration since collaborating with families is crucial to student success.

I lost most of the pretty colors when I cut and pasted.  Print out will be in amazing technicolor!

Structure/‘Drill Down’ for Collaboration Principal Area

• COLLABORATION  [principle/area]

Narrative + {Collaboration may be formal or informal, but should take place consistently in a strong school environment} Collaboration leaks into a lot of other areas of professional development… may work as a sub-category elsewhere.

TEACHER TO TEACHER:

A.  Teachers will collaborate regularly with colleagues. [goal]

1.  Teachers know how to share and openly discuss their teaching decisions and teaching practice [knowledge/skills]

1. Teachers may use a protocol during a PLC to examine student work and its reflection on teaching practice. 
2. High school teachers may work together to develop lesson plans for a common lesson plan across disciplines.
3. Elementary teachers may work together to develop a common protocol so students moving from one grade level to another will see commonalities in assessments.
4. Teachers are comfortable sharing ideas, successes and failures over lunch or after school informally as a way to share ideas and support one another. (hope and joy?) [informal]

TEACHER TO STUDENT:

A.  Teachers will involve and invite students into classroom decision making (when appropriate) for buy in.  [goal]

1.  Teachers know the importance of student input especially as it pertains to students developing higher order thinking skills such as analysis and evaluation.  [knowledge/skills]

1. Teachers may have students create a rubric for grading their own material. 
2. Teachers may have students develop a set of classroom rules for everyone to follow.
3. Teacher has established (or informal but regular) office hours where students can share ideas.

1.  Teachers recognize student needs beyond the classroom.  [knowledge/skills]

1. Teachers may create an after school program to help students study for a particular subject area.
2. Teachers may create a social space for students to explore their community and/or play sports informally or formal only to the extent that they obtain proper parental permission.
3. Teachers may support students in a community service project/walk-a-thon/etc.

TEACHER TO ADMINISTRATION:

A.  Teachers understand that the school is a microcosm of society and will incorporate all members as often as possible.

1.  Teachers know how to act as a liaison between all levels of people in the building (AWKWARD—SUGGESTIONS?).  [knowledge/skills]

1. Teachers regularly invite administrators into their classrooms, not only for formal (or informal observations.  An invitation may be extended when students are giving presentations.
2. Teachers may invite administrators to participate in a class as a guest lecturer on an area of expertise and/or to share a personal experience such as serving in the military, travels abroad, or living through a particular historical event.
3. Teachers may volunteer to share resources and lead a faculty training to enhance curriculum (TEACHER TO TEACHER?)

TEACHER TO PARENT:

A.  Teachers understand that family support is crucial to student success.

1.  Teachers effectively bridge and create working relationships with parents and families.  [knowledge/skills]

1. Teachers create a plan actively involving parents in the success of their students—e.g. weekly progress reports, having parents initial homework assignments.
2. Teachers invite parents to a specialized family night to showcase student talent.

TEACHER TO COMMUNITY:

A.  Teachers understand that family support is crucial to student success.

1.  Teachers know how to access and develop relationships with outside individuals and organizations.  [knowledge/skills]

1. Teachers may work with a local organization to supplement a lesson (e.g. a local drama troupe comes to help students rehearse a scene from a play being read in class)  [Specific Example]
2. Teachers may invite local speakers to come into the classroom to lecture or give a demonstration.

TEACHER TO PROFESSIONAL GROWTH:

1.  Teachers know how to share and openly discuss their teaching decisions and teaching practice [knowledge/skills]

1. Teachers may present at a teacher’s meeting, district, regional or professional organization conference.  [Specific Example]
2. Teachers may develop a critical friends group of teachers from other schools in or out of district in order to share ideas.

* Teacher has an open door policy, regularly welcoming colleagues and/or administrators into the classroom…  This might be extended to outside observers.   This is extended to collaboration when the observer is invited to share feedback and or seek an opportunity to participate in the future.