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Teacher Collaboration

Teacher Collaboration. Collaboration with other district staff to create and experiment with best practices in math projects that are supported with technology. Photo by Low Fat Graphics. Collaboration.

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Teacher Collaboration

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  1. Teacher Collaboration Collaboration with other district staff to create and experiment with best practices in math projects that are supported with technology.

  2. Photo by Low Fat Graphics

  3. Collaboration • The process of communication between individuals with common or similar goals, communication that may be informal or systematic” (Schneider, p. 7). • Schneider continues to highlight “systematic” thecontinuous cycle of sharing knowledge thus creating a more successful learning environment for students. • “Powerful catalyst for enabling teachers to improve their practice.”

  4. Teacher Collaboration Photo developed on Wordle.com

  5. Little or no communication or cooperation across district from upper grade educators about math projects or best practices supported by technology • No documentation or platform to display differentiated best practices for math projects • Little opportunities for collaborative experiences for upper grade educators across schools in district Problem: The Lack of Communication and Collaboration Photo by SRPublications.com

  6. District adopting numerous technological devices to support learning • Several teachers employing technology as a assessment tool rather than a creation tool • Technology is not be utilized to full extent Problem:Technology Photos by Teaching Treasures

  7. How it Relates to RVCS • RVCS recognizes the necessity for cooperative collaboration sessions • Provides weekly opportunities for collaboration with one early dismiss day • Projects this through scheduled meeting times, monthly in-services, twice a year grade level scoring sessions for writing Photo by RVUSD.org

  8. RVCS Vision • Educators participating in PLC among grade level partners within own school • District goal = strengthening and improving best practices through collaboration • Technology • Project Based Learning • Focus on particular focal students within Language Arts • Rigorous core academic program

  9. Heavy focus on meeting with partners from within one’s own school • Focus of multi-grade level/multi-school representation is assessment • PLC focal collaborative sessions are limited • Supportive technology is often viewed as an assessment tool • Teacher centered using technology as the supportive learning tool Disadvantages With The Current Vision Photo by Flickr.com

  10. CoP • Community of Practice • “Groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis.” (Wenger, p. 38) • Members are strongly encouraged to explore the meaning of their practice and develop a sense of “professional identity”.

  11. Purpose of a CoP • “Practitioners” working “together to develop a shared repertoire of resources such as experiences, stories, and ways of solving problems” (Wenger, p. 38). • CoP’s participants engage in discussions, assist each other with the shared knowledge, and exchange critical information regarding the knowledge.

  12. Who Benefits from a CoP: • Educators through the transition of achieving the knowledge by continuous conversation and analyze of data, the educator is armed with plausible solutions to address the necessary points of concern or need (Sheehy, p. 56). • Students by improved quality of instruction

  13. Formats of Meetings In a CoP • Face-to-Face meetings paired with online (wiki) collaborative sessions can stimulate more communication • Increased motivation to ask or share questions with members • Technology can deepen existing relationships and foster further or more in-depth collaboration • “When paired with a community of practice, the online environment can work more appropriately as a compliment to knowledge exchange rather than as a primary mode.” (Sheehy, p. 57)

  14. Plan for The First Phase: The First Meeting with the CoP • Determine willing fifth/sixth grade educators as participants from Matanzas, Village, and Sequoia for the CoP • Set common ground rules for conduct during a meeting • Determine a common goal (Selecting a focal math standard) • Brainstorm possible project ideas that are realistic given time and agree upon one project • Determine/brainstorm how to use the technology to create higher-level learning and utilizing technology to support environment • Agree upon completion date of the project • Determine face-to-face and online meeting dates/times

  15. Current Participants • Participants from Matanzas are: three sixth grade teachers, one fifth teacher, one RSP educator • Participants from Village: one sixth grade and one fifth grade teacher • Participants from D.O.: one Para-educator (Mathematics Specialist) • Sequoia: One sixth grade teacher • More educators are needed, especially fifth grade participants

  16. Plan for Second Meeting Following Project Completion: • The CoP can discuss: project alternatives, advantages, successes, differentiated strategies, recommendations • Technology utilized to support learning during the project • Members can provide feedback and recommendations • Next Steps for the project

  17. Plan for the First Phase: Wiki • For this online meeting format there will be: A.) Discussion Threads B.) Uploading pictures of project(s) or project phases C.) Ability to edit, revise, and publish comments D.)

  18. Benefits of a Computer Mediated Collaborative Sessions • Enables educators to create knowledge through conversation within the CoP • Permits multiple users to contribute • Requires a few select teachers to be in charge • Allows for other educators to “assume leadership roles when particular contexts arise” (Sheehy, p. 58). • Offers easy choices such as rapid editing features and one central server that provides support and installation • Ability to work online when time permits • Simple features for editing, posting, and revision enables educators to “work anytime they liked and even synchronously on the site (if they were working on separate pages” (Schlager & Fusco, p. 204).

  19. Plan for Second Phase: Wiki

  20. Connection to Teachers • Developing a strong CoP where educators can collaborate on best practices employing technology • Utilizing the district’s established wiki to have computer mediated collaborative sessions • Creating an improved quality of instruction for students • Developing continuous professional development to support best practices • Creating high-level learning and more student centered classrooms

  21. Connection to Students • Improved quality of instruction • More student centered • Opportunities to develop in critical thinkers and innovative designers employing technology as assistance in learning

  22. Where I have been • Recruited educators to be part of the smaller collaborative CoP from my school = very important to have participant buy-in on this project (Buy in = More collaborative contributions) • Collected ideas on plausible math projects and focal standards • Brainstormed discussion threads for the wiki

  23. Next Steps:

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