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.