Collaboration is the key to success for an educator, whether is it between teachers, between teachers and parents, or between a combination of all three.
Collaboration is more than just working together. According to Interactions Collaboration Skills for School Professionals (2013), there are three defining characteristics and three emerging characteristics of collaboration (Friend & Cook, 2013, pg. 7-11). The first of the three defining characteristics of collaboration is “collaboration is voluntary” (2013). Friend and Cook (2013) point out “…there is no such thing as collaboration by coercion”(p. 7) This means that although districts and schools may start using certain policies and local and state legislations may pass, but if everyone …show more content…
First and foremost, “individuals who collaborate value this interpersonal style”(2013, pg. 10). This emergent characteristic shows how people who successfully collaborate together see the benefits and continue to seek it out. Collaboration also creates trust between professionals (2013, pg. 11). This relates back to the requirement of parity within collaboration. Professionals who see each other as equals can garner trust and create a successful collaboration for everyone. The last emergent characterization of collaboration is the sense of community that evolves from its practice (2013, pg. 11). Friend and Cook (2013) write, “in collaboration, participants know that their strengths can be maximized, their weaknesses be minimized and the result will be better for all” (pg.11). When people feel supported by those around them, they become a community. Within the educational field, a sense of community strengthens the more positive outcomes for students (Conoley & Conoley as cited in Interactions, pg. …show more content…
From my personal experience I can see how the requirement of parity among collaborators can be difficult. I have been working regularly in a first grade classroom as a special needs paraprofessional with a first year teacher, Ms. Weber. Ms. Weber ‘collaborates’ with a teacher of 12 years. The problem within the collaboration Ms. Weber has is that the equality is expected. We have been discussing how she feels she should know more about teaching because her partner does. This creates an environment for her where she feels unsuccessful in her collaboration. Her partner treats her as an equal, not someone who needs her
Collaboration is more than just working together. According to Interactions Collaboration Skills for School Professionals (2013), there are three defining characteristics and three emerging characteristics of collaboration (Friend & Cook, 2013, pg. 7-11). The first of the three defining characteristics of collaboration is “collaboration is voluntary” (2013). Friend and Cook (2013) point out “…there is no such thing as collaboration by coercion”(p. 7) This means that although districts and schools may start using certain policies and local and state legislations may pass, but if everyone …show more content…
First and foremost, “individuals who collaborate value this interpersonal style”(2013, pg. 10). This emergent characteristic shows how people who successfully collaborate together see the benefits and continue to seek it out. Collaboration also creates trust between professionals (2013, pg. 11). This relates back to the requirement of parity within collaboration. Professionals who see each other as equals can garner trust and create a successful collaboration for everyone. The last emergent characterization of collaboration is the sense of community that evolves from its practice (2013, pg. 11). Friend and Cook (2013) write, “in collaboration, participants know that their strengths can be maximized, their weaknesses be minimized and the result will be better for all” (pg.11). When people feel supported by those around them, they become a community. Within the educational field, a sense of community strengthens the more positive outcomes for students (Conoley & Conoley as cited in Interactions, pg. …show more content…
From my personal experience I can see how the requirement of parity among collaborators can be difficult. I have been working regularly in a first grade classroom as a special needs paraprofessional with a first year teacher, Ms. Weber. Ms. Weber ‘collaborates’ with a teacher of 12 years. The problem within the collaboration Ms. Weber has is that the equality is expected. We have been discussing how she feels she should know more about teaching because her partner does. This creates an environment for her where she feels unsuccessful in her collaboration. Her partner treats her as an equal, not someone who needs her