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From isolation to collaboration Leila Holmyard and Devin Pratt on breaking barriers and making connections in international schools Elementary teacher Samantha Sams describes isolation as ‘the disease that killed my love of teaching’ (2015). With its roots in the industrial revolution, the teaching profession has long been a solitary endeavour. A study in the USA by Scholastic and the Gates Foundation (2012) found that only about 3 percent of teacher time is spent collaborating with colleagues. The majority of teachers plan, teach and assess in isolation, leading to less inspiring student experiences, inconsistent curriculum implementation, reduced teacher commitment to the school, and a lack of innovation (Hord, 2008; Mawhinney, 2008; Levin, 2006). In this article, we consider how the broader research on teacher isolation may be applied to the international school community, and suggest five strategies to promote collaboration in international schools. Of the many negative impacts of teacher isolation, two stand out for us as having unique implications for international schools: reduced teacher commitment and inhibition of innovation. International school teachers are at risk of magnified isolation when moving schools, as they transition Winter
Summer |
| 2020
simultaneously to a new cultural and new professional context. This double impact is significant for international schools. Recruitment often comprises a major time and financial cost, and a high teacher turnover can affect a school’s productivity, reputation and morale. As such, retention of teachers is often a priority. By supporting new teachers to integrate into the school community, international schools lay the foundation for new teachers to develop a substantive commitment to the school. Teacher isolation has been shown to stifle innovation in schools: when individuals concentrate only on their own role, they lack awareness of what the organisation as a whole can potentially achieve (Senge, 2006). International schools are uniquely positioned to be global leaders in educational innovation, often unrestricted by the financial, political and organisational challenges faced by national schools. Yet the continuing isolation of teachers may be limiting international schools in their embracing of innovative instructional approaches that allow schools to break free from
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