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Through  our SMART Vision and the Key Competencies of the New Zealand Curriculum we  place value on the role collaboration can have in  lifting learning and teaching outcomes. This is based on the following principles:

 Collaboration:

         Is supported by recent research into the way the children can learn best and teachers can improve pedagogy

         Caters for individual needs more effectively and encourages greater child engagement

         Effectively uses teachers strengths and facilitates ongoing teacher professional development

         Prepares students for the 21st Century workplaces where workers need to work in diverse teams

 In 2018 as a school we have begun the process of developing a shared understanding of what Collaboration looks like in our school. Key overarching concepts that have been drawn from a synthesis of this work include: 

As noted above collaborative teaching practice is supported through focused relationship development. To ensure this is at the forefront of our thinking teams within in our school develop and maintain collaborative practice agreements to align practice and philosophies as well as defining agreed processes for dealing with conflict.

To further support collaborative practice we use a model of collaborative inquiries to support focused reflection and growth of pedagogical practice within our teams.

 So what does Collaboration look like at Somerfield Te Kura Wairepo:

Teachers:

Students:

Collaboratively:

 

         Abide by Roopu norms

         Will plan using Google Docs

         Write Team Newsletters

         Analyse Assessment Information in Data Meetings

         Complete Teaching as Inquiry Cycles

         Facilitate Whanau Hui

         Utilise learning and teaching spaces

         Develop timetables for learning

         Create Individual Behaviour/ Learning Plans

         Teach children in their learning space using  a range of co-teaching strategies:

         Supportive Teaching

         Parallel Teaching

         Team Teaching

         Complementary Teaching

         Implement interchange/teacher skill based learning  opportunities for students

         Facilitate community learning and sharing opportunities

 

 

In developing  their  collaboration competency: 

 

         Learn with peers in a range of groupings

         Ability

         Mixed Ability

         Interest

         Participate in House based activities

         Create shared documents/artefacts of learning online

         Explore ideas in Circle Time

         Develop  Tuakana-teina learning relationships

         Will begin and end the day and touch base with their homeroom teacher

 

 

 

 

 

 

Collaboration will be responsive to the needs of the children and fit for purpose.

      Supportive teaching describes the situation when one teacher takes the lead instructional role and the other moves around the learners to provide support on a one-to-one basis as required. Friend, Reising & Cook (1993) refer to this as ‘one teaches/one drifts’.

      Parallel teaching is when two or more teachers are working with different groups of learners simultaneously in different parts of the classroom, what Friend, Reising & Cook (1993) call ‘station teaching.’

      Team teaching by comparison is when two or more teachers do what teachers do for a class, to plan, teach, assess and take responsibility for all the students in the room, taking an equal share of responsibility, leadership and accountability (Villa, Thousand & Nevin, 2013).

      Complementary teaching is when “when co-teachers do something to enhance the instruction provided by the other co-teacher(s). For example, one co-teacher might paraphrase the other's statements or model note-taking skills on a transparency” (Villa, Thousand & Nevin, 2013).

Reference

Modern Learners

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