Collaboration Structure

Collaboration Structure - District and School-wide Plans



School-based Expectations

Create deliberate arenas for meaningful educator collaboration where we can:
  • Reflect on and refine practice
  • Learn from student work
  • Challenge assumptions about learning and teaching
  • Recognize and support classroom-teacher leadership, passion, expertise
  • Celebrate successes and growth


Role-based Expectations

Educators
  • Participate on a team during collaboration time
  • Participate in agenda-setting: what do educators most need?
  • Share, reflect on and work to improve practice
  • Prioritize team meetings so that they focus on educator practice and the six components of collaboration 
  • Self-assess and reflect on individual and team collaborative practice
Facilitators of Collaborative Inquiry (FCIs)
  • Help define and create collaborative team meetings 
  • Organize and convene team meetings
  • Use looking at student work as a tool
  • Communicate with supervisors about team goals
  • Prepare and facilitate collaborative initiatives in conjunction with administrators
  • Prioritize team meetings so that they focus on educators practice and the six components of collaboration 
  • Seek feedback on your own practice in order to improve
Department/Academic Coordinators
  • Develop department-or grade-based vision
  • Prepare and facilitate collaborative initiatives in conjunction with administrators
  • Create a plan that supports classroom-teacher leadership on curriculum
  • Provide active participation in and leadership on defining outcomes
  • Seek formal and informal feedback and evaluation on collaboration initiative
  • Share department- or grade-based vision, progress, concerns with supervisors
  • Seek feedback on your own practice in order to improve
Principal/Assistant Principal
  • Develop, articulate and support school-wide vision aligned with district vision
  • Build schedule that supports teams
  • Provide support to team leaders: feedback, resources, a “tool box” for meeting facilitation and general support
  • Provide feedback to teams and educators on collaborative outcomes
  • Seek formal and informal feedback and evaluation on collaboration initiative
  • Seek feedback on your own practice in order to improve
NAPS District Leaders - Directors, Administrators, Assistant Superintendents and Superintendent
  • Develop, articulate and support district vision on educator collaboration
  • Work with NATA to provide time for collaboration
  • Advocate for school building schedules which support teams
  • Provide support to team leaders: feedback, resources, a “tool box” for meeting facilitation and general support
  • Seek formal and informal feedback and evaluation on the collaboration initiative
  • Seek feedback on your own practice in order to improve


School-based Structures and Supports

Meeting time:
  • professional development early release days
  • dedicated collaboration time
  • other time principal chooses
A collaboration-for-learning model to guide us

All faculty members participate

Team facilitators are identified, receive resources, receive a “tool box” for meeting facilitation, and general support





Collaboration Time
As written in the NATA contract:

Collaboration time will be scheduled for members of the same grade level or teaching team in order to enhance teaching practice and student learning. A yearly schedule will be created by the building principal to allow collaboration to occur on a routine and regular basis. Collaboration time is provided in addition to weekly preparation time and is mandatory. Agendas for these meetings may be set by the principal and/or teachers based on the nature of the work and the building principal may choose when to participate in the meetings.