EDA 3026 Teachers & Teaching in Context

Collaboration relationships with teachers

Chan Wing Sang 11012682Ho Kai Hang 11062144Ho Kin Hang 11065756

Tam Wing Hang 11065926

Outline

1. Background information

2. Summary of the interview data

3. Analysis of the data

4. Reflection

What is collaboration relationship?

1. This concerns staff involvement in developmental activities with consequences for several people, going beyond superficial exchanges of help, support, or assistance (Louis et al., 1995)

2. The link between collaborative activity and achievement of shared purpose is highlighted (Newmann & Wehlage, 1995).

3. Feelings of interdependence are central to such collaboration: a goal of better teaching practices would be considered unachievable without collaboration, linking collaborative activity and achievement of shared purpose (2003, p. 163).

Why is collaboration so important?1. If we are serious about building professional learning communities

within and between schools then we need forms of leadership that support and nourish meaningful collaboration among teachers. This will not be achieved by clinging to models of leadership that, by default rather than design delimits the possibilities for teachers to lead development work in schools.(Friend, M., & Cook, L. , 2010)

Why is collaboration so important?1. Teacher collaboration is the highest leverage strategy for school

improvement that we have (Rennie Center for Education Research and Policy, 2014)

2. Building good relationships with various staff members helps endlessly when in need of advice, gaining relevant and good specific feedback to teaching, and assistance when needed in controlling pupil behaviour. Everything is interlinked through building a good working relationship with members of the department and school.(Heslop, D., & Devlin, L. A. , 2011)

Interview Questions1. Do you need to cooperate with your colleagues? If yes, can you give us ONE or TWO examples?

2. How often do you cooperate with your colleagues?3. Do you collaborate with your colleagues in your school? In what area(s) would the collaborations happen most often?

4. Is it enjoyable for you to cooperate with your colleagues? Why? 5.What is/are the benefit(s) that you never thought of cooperating with your colleagues? Can you share some situation?

6.Have you got poor experience in collaborations? What caused the problems?

Did you succeed or fail in those circumstances?

7.Do you think your school has enough collaboration among colleagues?8.In which area do you think cooperation is the most important? (Academic/ school policy/ activity organization)9.Which element do you think is the most indispensible for your cooperative in school?a. Partnership b. Networks c. Support d. Time e. Space f. Group dynamic g. managing structural resourcesh. Interacting and drawing on external agents i. other

10. Any other suggestions for us as a prospective teacher?

Summary of the interview

Mr. Chow

Vice Principal of a local band 1 school29 years teaching experiencesTeaching subjects: Physics, Mathematics

Summary of the interview

Mr. Hui

11 years teaching experiencesSubject Head of Chinese HistoryTeaching Subject: Chinese History, Liberal StudiesDirector of Extra-curricular Activities UnitMember of School Development Unit

Summary of the interview

Ms. Chow

10 years teaching experienceSubject Head of Business, Accounting and Financial Studies (BAFS)Teaching Subject: BAFS, Religious StudiesMember of Ethics and Religious Studies UnitLeader of Student UnionDirector of Other Learning Experience(OLE)

Summary of interview

Ms. To

Subject Head of Information and Communication Technology (ICT)

16 Teaching experiences

Teaching Subject: Chinese, Mathematics, ICT

Analysis of the data

Thought of coorperation

- Coorperation with colleagues is indispensable and irreplaceable

Mainly focus on :

- Administration- Extra activities- Development - Education

Analysis of the data: Examples

Adminstration- Exam Paper (Mode, Date)- Homework (Mode, Date)

Extra Activities- Graduation - School Picnic Day

Development - Discussion on the improvement- Review in any aspect

Education- Preparation of lesson plan- Instruction from different suject heads to respective suject teacher

Analysis of the data: Benefits

- Inspiration Different teachers have different opinion and different angle

- More Professional Every teacher is profession in various aspect.

- Fair Collabration can unify the examination or homework system and range.

- Reduce Misunderstanding The date of two different properties of activity may be overlapped if no collabration.

- Easier to take care students Around a thousand students but only tens of teachers Prepare lesson together can suit students’ need.

Analysis of the data: Drawbacks

- Waste of Time Teachers have to spend a lot of time on some collabration like lesson preparation

- Some teachers may have a lack of collabration Some sujects may only have one to two teachers

- Argument Teachers may have disagreement of opinion

Analysis of the data: Solution of argument

- Supports from senior staff- Teachers should always be modest and open-minded- Vote- Leaders provide help

Analysis of the data: Most important element

- Time(2) Teachers have different timetable, hard to find spare time to do collabration

- Group dynamics(1) The environment of school needs different people handle different dutis

- Network(1)

The network should be close enough so teachers can trust each other

Similar between the result and literature- 1. More professionalLiterature review:Helps when in need of advice, gaining relevant and good specific feedback to teaching

Interview:- More Professional - Enhance teaching quality

Similar between the result and literature- 2. Manage students wellLiterature review:Assistance when needed in controlling pupil behaviour

Interview:- Easier to take care students - Take care of Indiviual Differences

Literature review:

A goal of better teaching practices would be considered unachievable without collaboration

Interview:

~Different teaching principle Contradiction!!!!!!~Waste of time

Difference between the result and literature- 1. Discrimination

Literature review:A successful collaborative teaching should be built based on equal base

Interview:~Authority~Decision making by Principal or Subject Head

Difference between the result and literature- 2. Equality

administor

Policy Decisions Policy-oriented change can be seen as ‘‘placing demands on the learning capacity of the organization’’ (Karsten, Voncken & Voorthuis, 2000). Responding to external change can produce overload, stress and burn-out (Woods, Jeffrey, Troman & Boyle, 1997) or feelings of guilt (Hargreaves, 1994). Stress can make teachers less willing to engage in discussion with colleagues (McMahon, 2000) and being bombarded by change makes it hard to maintain energy and enthusiasm (Helsby & McCulloch, 1998). Diversions caused by paperwork or administration reduces teachers’ satisfaction (Stobart & Mutjtaba, 2003). Being labelled as a ‘failing school’ can also contribute to low teacher morale and feelings of impotence (Stoll & Myers, 1998).

Reflection as a prospective teacher

~TeamworkA team is always better than a single person

~Build relationshipHaving a better relationship with colleagues

~Respect each otherCan be more humble to accept and listen to others

~Be preparedPrepare ourselves

~Share opinionCan have inspiration

~Ask for advicesProspective teachers do not have enough experience

Conclusion

- A school can never neglect the collaboration - All teachers have the responsibility to collaborate- Students are our first priority - Collaboration is not only good for teachers’ work, but

also enhance students’ learning - Be enthusiasitc to our job- Be professional to your subjects

Reference● Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning

communities: A review of the literature. Journal of educational change, 7(4), 221-258.● Hargreaves, A. (1994). Collaboration and contrived collegiality: Cup of comfort or poisened chali

ce? In A. Hargreaves,

Changing teachers, changing times: Teachers' work and culture in the postmodern ag

e (pp. 186-211). London: Cassell. (e-book)

● Heslop, D., & Devlin, L. A. (2011). Identifying and mapping your complementary support systems: Who are your partners in reflection? In D. McGregor & L. Cartwright (Eds.),

Developing reflective practice: A guide for beginning teachers

(pp. 91-106). Berkshire: Open University Press. (practical advice and strategies)

● Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction: A narrative-biographical study on teacher socialization.

Teaching and Teacher Education, 18(1), 105-120.

● Meirink, J. A., Imants, J., Meijer, P.C., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams.

Cambridge Journal of Education, 40, 161-181.

Reference● Day, C., & Gu, Q. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching

and Teacher Education, 23(8), 1302-1316.● Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A

review of the recent empirical literature. Review of Educational Research, 76(2), 173-208. Goddard, Y. L., Goddard, R. D.

● Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896. Futernick, K. (2007). A possible dream: Retaining California teachers so all students learn. Sacramento: California State University.

● Hargreaves, A. (1992). Cultures of teaching: A focus for change. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development (pp. 216-240). Cassell: Teachers College Press.

● EDB. (2012). School-based Curriculum Development in the Primary Schools- Exploring Collaborative Lesson Planning (CLP). Retrieved fromhttp://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/sbss/school-based-curriculum-primary/our-work/collaborative-lesson-planning/p1.html

Thank You!

The End