What the Collaborators bring to the Process TEACHERS
Content knowledge and standards Knowledge of students and their abilities Teaching techniques and strategies
What the Collaborators bring to the Process SCHOOL LIBRARIANS
Understanding of
Info. Literacy standards Knowledge of resources and how to access them--print, audiovisual, and electronic Skills in the legal use and documentation of sources
What the Collaborators bring to the Process SUPPORT STAFF Technical assistance with
computers Skills in the production of media and electronic resources Student tutoring and help with remediation
What the Collaborators bring to the Process ADMINISTRATORS & SCHOOL BOARD
Direction in terms of building and district priorities Time and funds for staff development and curriculum planning Understanding of the K-12 curriculum & the “big picture”
What the Collaborators bring to the Process PARENTS Understanding of the “whole”child, including special needs Support with reading and homework Model the ethical use of information
What the Collaborators bring to the Process COMMUNITY MEMBERS Provide/support educational &
cultural resources in the community Volunteer/mentor Participate in strategic planning and/or advisory committees
What the Collaborators bring to the Process STUDENTS Commitment to learn
Willingness to work with others and independently Input in the design and
assessment of their learning
Collaboration DOES NOT MEAN: Competition and “turf wars”
Occasional conversations about learning activities
Sharing ideas without a combined implementation or evaluation approach
Focusing on short-term accomplishments
MEANS:
Building consensus and a common mission
Continuous, planned communication
Active participation in both planning & assessment, coordinating strategies
Focusing on long-term results and learning standards
Factors Necessary for Collaboration 1. 2. 3. 4.
Environmental factors Member characteristics Shared purpose Adequate resources
Environmental Factor: School Culture The school culture must support collaboration. Everyone must recognize that risk-taking allows us to learn what works and what doesn’t.
Environmental Factor: Scheduling Flexible scheduling is a vital component of collaborative planning and work. Flexibility in the daily schedule enables teams to meet.
Environmental Factor: Communication Group members must communicate openly, regularly, and often. Time must be set aside for meetings. Communications to others, such as parents and community, should also be planned.
Member Characteristics: Respect Members of the team must share an understanding and respect for each other. This leads to utilization of the individual differences of the group members.
Member Characteristics: Leadership The school librarian can and should be a leader or catalyst of the efforts to collaborate. “Leading from the middle� involves bringing together the people and resources needed to meet an objective.
Member Characteristics: Commitment It takes the whole team at every meeting to have real cooperation. Members need to see this as a priority and commit to it. Everyone must participate in decisionmaking.
Member Characteristics: Attitudes Things will not go smoothly all the time. Expect apathy, a lack of enthusiasm, and/or dissent from time to time. Collaboration takes time and patience.
whining
Shared Purpose Goals and objectives must be attainable and understood by all. Teams must share a common vision or philosophy.
Adequate Resources
Staff development Instructional materials Time Facilities/space Budget
Benefits of Collaboration
Communication increases on all fronts Collaboration “ignites” creativity. Teachers and students learn to share ideas and work in groups. Teachers become coaches. Students are more involved in their learning. Students learn to transfer skills and knowledge. Information skills are imbedded in classroom curriculum. A true “community” of learning is created.