Bursts and bubbles 2020 in reflection.

 We are heading into a new era with a new build and new staffing structure. The school identified focus areas that they were keen on developing further.

We wanted to understand how collaboration can support and better our classroom practice. However early on with this inquiry we realised that we needed to deepen our knowledge of what collaboration is and how it looks in different settings. . 

To build a rich picture of our staff's  understanding we completed a survey with our colleagues and noticed that they too had varying ideas of collaboration. This became our starting point. 

The main patterns we  identified were barriers such as time, relationships our schools site locations and the unknown of working with another. .

When researching collaboration we were lead to other key vocabulary such as Collegiality, cooperation and co teaching styles. These were explained to us as a scale of intensity of how people communicate and work together. 

Collegiality:  respect to colleagues and interests in each others well being. 

Cooperation - This is when a person supports someone else in their work or goal.

Collaboration-   When we work together to achieve a common goal

We had a peer observations over the year that showed our strengths lie in effective use of space, worked well with TAs who had a strong understanding of the lesson and confidence to lead small groups. This was a key area of learning for us as we could then recognise the difference in terminology. As teacher’s we collaborate together for planning and activities and creating the children's learning goals. However with our teacher aids we cooperate as they support the children to achieve the goals and learning outcomes we have set. These are both crucial for positive learner outcomes. Our teacher aides are a significant resource in a our school and we need to ensure that their time and knowledge is used well.

Originally the co teaching models by Friend, Reisling and Cook (1993) were based off mainstream teacher + special ed teacher. We have analysed this model and noted that we have different student/staff ratio so we are able to be more creative and divide our learning into slightly different groups. We found a common style used was station teaching but when looking deeper, what does this mean to different people, who is static and who is moving? When observing Stonefields school we could see this in action with the use of an independent station encouraging peer collaboration. This made us reflect how can collaboration impact our learners and how can we encourage collaboration among learners?

The changes we made related specifically to time given to discussing with TAs the outcomes for the week and explaining individual's needs as well as beginning to incorporate activities that introduce the concept of collaboration between learners. To develop the skills on how to follow instructions and listen to our peers we have started using LEGO therapy as it fosters collaboration giving specific roles while  working together to complete the same LEGO kit. For our older learners we have started using google slides so the children can learn to collaborate through technology. They loves seeing each other icons on the screen. Through ENGAGE they are learning to tolerate others in their space, increase resilience and encourage positive waiting and turn taking. These are vital skills for our tamariki to develop, to benefit from collaborative teaching but also to increase their engagement in collaborative activities. 

Where to next: Linking with the schools new strategic goals,  we feel the need to create a common language amongst our school relating to collaboration and share ways of co teaching successfully. We want to open their eyes to the possibilities  that working collaboratively creates. Keeping in mind that a prime reason for creating a culture of collaborative practice is, to impact positively on student outcomes (DuFour and Mattos (2013).