How
does structured teacher collaboration influence
student achievement?
Summary
Collaboration
is the topic for this research project: structured
time within the school day for teachers to meet
with their peers and discuss the achievement of
their students in terms of common assessments that
are given within the instructional groups at a particular
grade level. The primary focus group of this study
was a kindergarten group of at-risk students who
received instruction from both a regular and a resource
teacher in an all-day setting. The teachers of these
students as well as the other kindergarten teachers
in the school were part of a collaborative group
that met during the school day for ninety minutes
each week to discuss their students’ academic progress.
During these meetings, planning for academics was
not discussed; rather, the time was used to focus
on specific learning strengths and weaknesses of
individual students.
Teachers
also assessed their own learning strengths and weaknesses
and applied that assessment to their teaching methods.
Particular teachers instructed specific groups of
students so that the task matched the teacher. This
proved to be beneficial to the students as their
test scores increased significantly throughout the
year.
Teachers
found the collaboration to be effective for student
achievement, but they also noticed a bond that formed
between the participants. A camaraderie was established,
and teachers felt free to openly discuss the strengths
of particular lessons as well as share any obstacles
they faced during their instructional day. This
willingness to share is contrary to the way most
teachers operate in American schools. According
to research, most teachers are content to close
their doors and simply teach. By taking part in
a collaborative group, teachers are flinging open
their doors and inviting everyone inside not only
to watch them teach, but also to help them learn.
Collaborative teachers are lifelong learners who
believe that when you are teaching, you, too, are
learning.
The
data presented in this study support the idea of
teachers working together to further the achievement
of all students, not just those in the “golden classes.”
All students can learn, and all teachers can learn
to teach those students in such a way that they
are able to continue to learn for the rest of their
lives.
RECOMMENDATIONS
- Policy makers should study the results of the
benefits of teacher collaboration as it affects
test scores and teacher morale.
- Schools
should build time into the school day/year for
teacher collaboration, in order to allow for better
problemsolving skills and enhanced teacher effectiveness.
- School
administrators should foster an attitude of mutual
benefit among teachers, eliminating isolation
and creating a positive atmosphere in which to
educate students.
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